The 2014 National Child Count of Children and Youth Who Are Deaf-Blind

Institution	National Center on Deaf-Blindness (NCDB); Western Oregon University, Teaching Research Institute (TRI); Helen Keller National Center for Deaf-Blind Youths and Adults (HKNC); Perkins
Titel	The 2014 National Child Count of Children and Youth Who Are Deaf-Blind
Quelle	(2015), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Deaf Blind; Children; Databases; Agency Cooperation; Data Collection; Technical Assistance; Needs Assessment; Family Needs; Early Intervention; Young Children; Access to Education; Student Needs; Federal Legislation; Educational Legislation; Age Differences; Geographic Location; Racial Differences; Ethnicity; Gender Differences; Visual Impairments; Classification; Hearing Impairments; Neurological Impairments; Etiology; Comorbidity; Disabilities; Educational Environment; Educational Methods; Standardized Tests; State Standards; Student Evaluation; Eligibility; Place of Residence; Assistive Technology; Elementary Secondary Education; Early Childhood Education; Special Education; Inclusion; Equal Education; United States + Suchen Sie Ihr Suchwort? Mehrfach Behinderter; Child; Kind; Kinder; Datenbank; Data capture; Datensammlung; Technische Hilfe; Bedarfsermittlung; Frühe Kindheit; Education; Access; Bildung; Zugang; Bildungszugang; Bundesrecht; Bildungsrecht; Schulgesetz; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Visual handicap; Sehbehinderung; Classification system; Klassifikation; Klassifikationssystem; Hearing impairment; Hörbehinderung; Neurodegenerative Erkrankung; Ätiologie; Handicap; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational method; Erziehungsmethode; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Eignung; Wohnort; Early childhood; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; USA
Abstract	The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center on Deaf-Blindness (NCDB), its predecessors, and each State/Multi-State Deaf-Blind Project throughout the country, as well as those projects funded in the Pacific Trust territories, the Virgin Islands and Puerto Rico. Initially requested by the Department of Education as an examination of the discrepancy between the National Child Count of Children and Youth who are DeafBlind and OSEP's annual December 1 counts, the child count has continued based on the work scope of the deaf-blind program national center, technical assistance and dissemination centers, and state/multi-state projects that have been federally funded in ensuing years. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both State/Multi-State and National DeafBlind Technical Assistance Projects, as well as serving as a common data collection and reporting mechanism for use across the country. Consistent with the priorities under which NCDB, its predecessors, and the state/multi-state deaf-blind projects are funded, this national child count is used to help identify national and state technical assistance needs for children and youth who are deaf-blind, their families and the service providers and systems which serve them. [For the 2013 report see ED548230.] (ERIC).
Anmerkungen	National Center on Deaf-Blindness. Teaching Research Institute Western Oregon University 345 North Monmouth Avenue, Monmouth, OR 97361. Tel: 800-438-9376; Fax: 503-838-8150; e-mail: info@nationaldb.org; Web site: http://www.nationaldb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01