Facilitating Participation in Assessments and the General Curriculum: Level of Symbolic Communication Classification for Students with Significant Cognitive Disabilities

Autor/inn/en	Browder, Diane M.; Flowers, Claudia; Wakeman, Shawnee Y.
Titel	Facilitating Participation in Assessments and the General Curriculum: Level of Symbolic Communication Classification for Students with Significant Cognitive Disabilities
Quelle	In: Assessment in Education: Principles, Policy & Practice, 15 (2008) 2, S.137-151 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Academic Achievement; Expectation; Alternative Assessment; Disabilities; Mental Retardation; Classification; Multivariate Analysis; Symbolic Language + Suchen Sie Ihr Suchwort? Schulleistung; Expectancy; Erwartung; Handicap; Behinderung; Geistige Behinderung; Classification system; Klassifikation; Klassifikationssystem; Multivariate Analyse; Symbolsprache
Abstract	This study empirically evaluated a classification schema based on symbolic communication level use with students with significant cognitive disabilities. Ninety-five teachers of students with significant disabilities rated students' level of performance on 10 academic tasks. Cluster analysis suggested a range of two to four clusters solutions. Support was found for three clusters: symbolic (abstract), early symbolic (concrete), and pre-symbolic/awareness. The potential application of the classification system to planning general curriculum access and setting achievement expectations are discussed. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10