Essential accommodations for students with sensory impairments : perceptions from the field

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dc.contributor.advisorHarvey, Michael W.en_US
dc.contributor.authorKnoth, Sharon K.en_US
dc.coverage.spatialn-us-inen_US
dc.date.accessioned2011-06-03T19:27:49Z
dc.date.available2011-06-03T19:27:49Z
dc.date.created2006en_US
dc.date.issued2006
dc.description.abstractThis thesis explored standardized assessment practices and analyzed accommodations commonly provided to address the unique needs of students with a sensory impairment. Current assessment practices in Indiana result in well below average scores on the Indiana Statewide Testing for Educational Progress - Plus (ISTEP+) and the Graduation Qualifying Examination (GQE) for students who have a sensory impairment. Using a mixed-method of qualitative and quantitative processes, the researcher postulated that if assessment processes were equitable for this population of students, their scores should approximate the normal distribution seen in the overall state totals for the total school population; albeit with a slightly lower trajectory. Reasoning being that the overall population of students with a sensory impairment spans from students with high ability to students with multiple disabilities. Through a literature review and meta-analysis on the topic of assessment, surveys and discussions with varied local experts, and interviews with state and national experts in the sensory areas represented, this study sought to establish a framework for accommodating this population of students on standardized assessments. Using descriptive analysis procedures, the various data sets brought forth 25 qualities or practices that the diverse experts agreed should be in place when assessing this population of students. The data reflected a high level of consensus among parents, teachers, state, and national experts regardless of region of state represented. The data also reflected consensus across sensory subgroups (blind, deaf, deafblind, hard of hearing/cochlear implant, and low vision). The research concluded with a modified confirmatory factor analysis of the 25 qualities with the state-dictated permissible accommodations published in the test guidance manual. This analysis revealed less than half of the perceived best practices were in place for the current state-mandated assessment system. Suggestions for improving accommodation options on future assessment procedures and the prospective for further research were offered.en_US
dc.description.degreeThesis (D. Ed.)en_US
dc.description.sponsorshipDepartment of Special Education
dc.format.extentxii, 450 leaves : ill., map ; 28 cm.en_US
dc.identifierLD2489.Z64 2006 .K59en_US
dc.identifier.cardcat-urlhttp://liblink.bsu.edu/catkey/1354646en_US
dc.identifier.urihttp://cardinalscholar.bsu.edu/handle/20.500.14291/177424
dc.sourceVirtual Pressen_US
dc.subject.lcshHearing impaired students -- Indiana -- Examinations.en_US
dc.subject.lcshChildren with visual disabilities -- Indiana -- Examinations.en_US
dc.subject.lcshIndiana Statewide Testing for Educational Progress -- Evaluation.en_US
dc.subject.lcshHigh schools -- Indiana -- Examinations -- Evaluation.en_US
dc.titleEssential accommodations for students with sensory impairments : perceptions from the fielden_US
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