Assessing Resilience in Students Who Are Deaf or Blind: Supplementing Standardized Achievement Testing

Autor/inn/en	Butler, Michelle A.; Katayama, Andrew D.; Schindling, Casey; Dials, Katherine
Titel	Assessing Resilience in Students Who Are Deaf or Blind: Supplementing Standardized Achievement Testing
Quelle	In: Journal of Educational Research, 111 (2018) 3, S.352-362 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1264052
Schlagwörter	Deafness; Blindness; Resilience (Psychology); Student Evaluation; Evaluation Methods; Standardized Tests; Achievement Tests; Visual Impairments; Hearing Impairments; High School Students; Correlation; Grade Point Average; Hypothesis Testing; Special Schools; Teacher Surveys; Parent Surveys; Student Surveys; Testing Accommodations + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Blindheit; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Visual handicap; Sehbehinderung; Hearing impairment; Hörbehinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Hypothesenprüfung; Hypothesentest; Special school; Sonderschule; Schülerbefragung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	Although testing accommodations for standardized assessments are available for students with disabilities, interpretation remains challenging. The authors explored resilience to see if it could contribute to the interpretation of academic success for students who are deaf or hard of hearing or blind or have low vision. High school students (30 deaf, 11 blind) responded to the Resiliency Scales and a school-specific resilience survey. Student ratings were within 1 SD of those who were not deaf or blind; resilience was positively correlated with academic success (grade point average). Resilience information may contribute to the interpretation of academic success in students who are deaf or blind and may provide insight into potential interventions. This is the first time students who are deaf or blind have been assessed on a published measure of resilience. Results defy stereotypes and affirm that individuals who are deaf or hard of hearing or blind or have low vision have more in common with the hearing and seeing world than is often recognized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01