Assessment in Low-Incidence Disabilities: The Day-to-Day Realities

Bowen, Sandra K.; Ferrell, Kay Alicyn

doi:10.1177/875687050302200403

Cited by 11 publications

(13 citation statements)

References 8 publications

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“…Although Case et al’s (2005) assessment report highlighted the importance of individualising accommodations for each student with a visual impairment, they noted that accommodations for the general assessment of children with disabilities can typically be classified into four broad categories. These categories include (1) changes with regard to presentation, (2) changes with regards to response, (3) changes with regard to timing and scheduling, and (4) changes with regard to setting (Bowen & Ferrell, 2003; Case et al, 2005; Hopper, 2002; McDonnell et al, 1997). Ruiter, Nakken, Janssen, Van der Meulen, and Looijestijn (2011) focused on the adaptive assessment of young children with visual impairments.…”

Section: Introductionmentioning

confidence: 99%

Child-friendly procedures and accommodations for the use of a self-report fear survey with children who have visual impairments: Reflections on a South African case study

Visagie

Loxton

2014

British Journal of Visual Impairment

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Although the experience of childhood fear has been deemed a common phenomenon, in some cases, children's fears can become excessive and interfere with daily functioning and activities, and may thus warrant clinical attention. It is in cases such as these that reliable and valid methods to assess childhood fears are required. Although normative fear literature describes many effective modes of assessment, these methods are not accessible to all children, and certain accommodations are necessary when assessing the fears of children with visual impairments. This article provides a reflection on a case study where the fears of 67 South African children with varying degrees of visual impairment were assessed using the South African version of the Fear Survey Schedule for Children (FSSC-SA). Aspects relating to child-friendly procedure and accommodations are discussed.

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Section: Introductionmentioning

confidence: 99%

Child-friendly procedures and accommodations for the use of a self-report fear survey with children who have visual impairments: Reflections on a South African case study

Visagie

Loxton

2014

British Journal of Visual Impairment

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“…(pp. xi, 2, 218) Assessment must lead to improvements in instruction (Bowen & Ferrell, 2003;Nielsen & Luetke-Stahlman, 2002). Specialized procedures and assessment tools exist that have been designed for children with hearing loss and take into account the different languages that may be involved Cawthon, 2006;.…”

Section: Dh8s1: Administer Assessment Tools Using the Students Prefermentioning

confidence: 98%

Knowledge and Skills for Teachers of Individuals Who Are Deaf or Hard of Hearing

Easterbrooks

2008

Communication Disorders Quarterly

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The Council for Exceptional Children and the Council on the Education of the Deaf have worked together for over a decade to maintain mutually agreed on standards for teachers of children who are deaf or hard of hearing. This article presents the updated and revalidated standards of knowledge and skills for teachers in their initial preparation programs in deaf education. In addition, the article provides the evidence base in support of these standards.

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“…Such personnel also consider the interaction of residual vision, additional disabilities, environment, learning strategies, and unique skills needs. Assessment is made more difficult because there are no reliable and valid instruments for students with visual impairment (Bowen & Ferrell, 2003; Ferrell, 2011; Groenveld & Jan, 1992; Hunt, 2001; Miller & Skillman, 2003; Singh, 2004). Children and youth with visual impairments are rarely included as a norming group, test items may be overly reliant on vision, and insufficient information may be provided about adapting test items or scoring.…”

Section: Assessment Of Students With Visual Impairmentsmentioning

confidence: 99%

Assessment of Students With Sensory Disabilities: Evidence-Based Practices

Bruce

Luckner

Ferrell

2017

Assessment for Effective Intervention

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Students with sensory disabilities comprise less than 2% of all children and youth with disabilities and only two tenths of 1% of the entire school-age population (U.S. Department of Education, National Center for Education Statistics [NCES], 2012). The low prevalence of sensory disabilities combined with broad geographic disbursement results in a lack of knowledge about evidence-based practices, simply because education personnel lack experience with these students. The purpose of this article is to provide an overview of evidence-based practices in the area of assessment for students with sensory disabilities. This article begins with a brief description of students who are deaf or hard of hearing, students who are visually impaired, and students who are deafblind. This is followed by a description of the methods used in our search for evidence-based practices on assessment across these disabilities. The evidence-based practices and levels of evidence are then presented for each group of students. Although some evidence-based practices discussed for one disability group likely apply to another, research may not have been conducted on its application to other groups of learners, so it cannot appear as an evidencebased practice.

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Assessment in Low-Incidence Disabilities: The Day-to-Day Realities

Cited by 11 publications

References 8 publications

Child-friendly procedures and accommodations for the use of a self-report fear survey with children who have visual impairments: Reflections on a South African case study

Child-friendly procedures and accommodations for the use of a self-report fear survey with children who have visual impairments: Reflections on a South African case study

Knowledge and Skills for Teachers of Individuals Who Are Deaf or Hard of Hearing

Assessment of Students With Sensory Disabilities: Evidence-Based Practices

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