Overview of assessment for deaf and hard of hearing students

被引：0

作者：

Neild, Raschelle ^{[1
]}

Fitzpatrick, Michael ^{[1
]}

机构：

[1] Ball State Univ, Dept Special Educ, Muncie, IN 47306 USA

来源：

PSYCHOLOGY IN THE SCHOOLS | 2020年 / 57卷 / 03期

关键词：

American sign language; assessment; deaf; differentiated instruction; hard of hearing; individuals with disabilities education improvement act; universal design for learning; ACCOMMODATIONS; PORTFOLIO; CHILDREN;

D O I：

10.1002/pits.22317

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Historically assessing deaf and hard of hearing (D/HH) students has been a daunting challenge. Although significant strides have been made, there continues to be a dearth of research and literature specifically addressing the endemic challenges multidisciplinary teams encounter when assessing D/HH students. This article delineates a historical overview, purpose of assessment, student-centered approaches, limitations and challenges, and appropriate protocols for assessing D/HH students.

引用

页码：331 / 343

页数：13

共 44 条

[1] ISSUES IN THE DEVELOPMENT OF A SPECIAL EDITION FOR HEARING-IMPAIRED STUDENTS OF THE 7TH EDITION OF THE STANFORD ACHIEVEMENT-TEST [J].