Students with Significant Cognitive Disabilities and Dual Sensory Loss

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Autor/inn/en	Karvonen, M.; Beitling, B.; Erickson, K.; Morgan, S.; Bull, R.
Institution	National Center on Deaf-Blindness (NCDB); University of Kansas (KU), Accessible Teaching, Learning, and Assessment Systems (ATLAS)
Titel	Students with Significant Cognitive Disabilities and Dual Sensory Loss
Quelle	(2021), (163 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Intellectual Disability; Comorbidity; Perceptual Impairments; Student Characteristics; Visual Impairments; Incidence; Deaf Blind; Alternative Assessment; Educational Environment; Reading Skills; Writing Skills; Mathematics Skills; Science Process Skills; Students with Disabilities; Assistive Technology; Age Differences; Instructional Program Divisions; Technology Uses in Education; Educational Technology; Interpersonal Communication; Communication Skills; Hearing Impairments; Severity (of Disability); Language Usage; Expressive Language; Receptive Language; Human Body; Psychomotor Skills; Severe Disabilities; Equal Education; Educational Legislation; Federal Legislation; Multiple Disabilities; Classification; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Perceptual handicaps; Wahrnehmungsstörung; Visual handicap; Sehbehinderung; Vorkommen; Mehrfach Behinderter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Student; Students; Schüler; Schülerin; Studentin; Age; Difference; Age difference; Altersunterschied; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Interpersonale Kommunikation; Kommunikationsstil; Hearing impairment; Hörbehinderung; Schweregrad; Sprachgebrauch; Rezeptive Kommunikationsfähigkeit; Menschlicher Körper; Psychomotorische Aktivität; Severe disability; Schwerbehinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Multiple disability; Mehrfachbehinderung; Classification system; Klassifikation; Klassifikationssystem
Abstract	This report describes a project that uses existing data sets to describe the population of students with significant cognitive disabilities and known or suspected dual sensory loss. It includes students with suspected dual sensory loss because students with significant cognitive disabilities are reported to have unidentified sensory loss (Erickson & Quick, 2017). It is based on data collection from the 2018 National Child Count of Children and Youth Who Are Deaf-Blind (Child Count) and the 2017-2018 First Contact survey. The Child Count is updated annually by every state deaf-blind project to provide information about new children who were identified with dual sensory loss over the course of the year, update or confirm information on previously identified children, and determine those who have exited special education or are no longer eligible to receive state project services. Data on the First Contact survey describe teacher-reported characteristics and skills of their students with significant cognitive disabilities who were enrolled to take the Dynamic Learning Maps® (DLM®) alternate assessments. Both data sets contained information about students' disabilities, sensory characteristics, educational experiences, and use of assistive technology. Each data set also contained unique information (e.g., academic skills for the First Contact survey, intervener services for Child Count data). Analyses are based on students in 17 states that administered DLM alternate assessments in 2017-2018. The findings are organized according to three broad research questions: (1) What proportion of students with significant cognitive disabilities have dual sensory loss? What are the characteristics of students with dual sensory loss and significant cognitive disabilities? (2) How are students with significant cognitive disabilities and cortical visual impairment different from students with significant cognitive disabilities and other visual impairments? (3) What do the Child Count and First Contact survey data sets indicate about the prevalence of significant cognitive disability and dual sensory loss in the school-aged population? (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	2024/1/01