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Assessment Strategies for Students Who are Deaf and Severely Mentally Retarded
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Assessment Strategies for Students Who are Deaf and Severely Mentally Retarded
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Description
Identifier
Diss
11
Author
Schroeder, Eric William
Title
Assessment
Strategies
for
Students
Who
are
Deaf
and
Severely
Mentally
Retarded
Publisher
Central Connecticut State University
Date
2005
Resource Type
Dissertation
Notes
This
study
explored
instruments
for
measurement
of
Adequate
Yearly
Progress
(AYP)
for
deaf
mentally-retarded
students
under
No
Child
Left
Behind
(NCLB)
. The
study
sought
to
determine
if
such
assessments
could
measure
progress
and were also
useful
in
planning
instruction
.
Using
an
interview
format
,
teachers
of the
deaf
were
asked
to
review
,
apply
, and
comment
on the
applicability
of
selected
assessments
.
Interview
transcriptions
were
coded
using
a
grounded
theory
approach
.
No
assessment
was
found
adequate
for
planning
instruction
or
measuring
progress
.
Teacher
responses
indicated
a
significant
need
for
curricula
specific
to the
educational
characteristics
of
deaf
mentally
retarded
children
.
Longitudinal
record
keeping
and
communication
with
other
professionals
and
parents
were
identified
as
essential
to
meaningful
assessment
.
Subject
United States. No Child Left Behind Act of 2001
Children with mental disabilities -- Ability testing
Children with mental disabilities -- Education
Deaf -- Ability testing
Department
Department of Educational Leadership
Advisor
Hoffman, Nancy
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713735014
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