Literaturnachweis - Detailanzeige
| Autor/inn/en | Schles, Rachel Anne; McCarthy, Tessa; Blankenship, Karen; Coy, Justin |
|---|---|
| Titel | A Mixed-Methods Analysis of State-Level Population Data for Students with Visual Impairment and Blindness |
| Quelle | In: Exceptional Children, 88 (2021) 1, S.101-118 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Schles, Rachel Anne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0014-4029 |
| DOI | 10.1177/00144029211017463 |
| Schlagwörter | Students with Disabilities; Visual Impairments; Blindness; Administrators; State Agencies; State Surveys; Administrator Attitudes; Data Collection; Demography; United States |
| Abstract | The prevalence of students with visual impairments varies across the United States, yet limited analysis exists on how many students receive special education services. The following study collected population data on students with visual impairments for the 2017-2018 school year and ran focus groups with state-level administrators to understand current and future options to collect population data. Twenty-three of 50 states responding to the survey reported total population data. On average, states supported 3.6 times the number of students with visual impairments reported in their federal Child Count data reports. State administrators agreed a federal mandate requiring states to collect total population data on students with visual impairments is needed. The ramifications of preparing for and supporting an unknown population of students with disabilities was discussed. A federal mandate for total population data collection is unlikely in the near future. Therefore, practical implications, including key factors and logistics, that state administrators should consider are outlined. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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