Students With the Most Significant Cognitive Disabilities Who Are Also English Learners

Autor:	Amy K. Clark, Meagan Karvonen
Rok vydání:	2019
Předmět:	education.field_of_study Social Psychology Teaching method 05 social sciences Population Public Health Environmental and Occupational Health 050401 social sciences methods 050301 education Expressive language medicine.disease Developmental psychology Cognitive disabilities Alternative assessment 0504 sociology General Health Professions Intellectual disability Evaluation methods ComputingMilieux_COMPUTERSANDEDUCATION medicine Receptive language education Psychology 0503 education
Zdroj:	Research and Practice for Persons with Severe Disabilities. 44:71-86
ISSN:	2169-2408 1540-7969
DOI:	10.1177/1540796919835169
Popis:	There is a dearth of research describing the small population of students who have significant cognitive disabilities and are also English learners (ELs). This study expands what is known about this population by describing EL students who participated in Dynamic Learning Maps Alternate Assessments in 16 states during the 2016-2017 year. Data sources include (a) teacher responses to a survey of student characteristics, including items about academic skills, expressive and receptive communication, and classroom setting; (b) accessibility supports used during assessment; (c) students’ alternate assessment results; and (d) student EL services. Results are described for students identified as ELs, likely-ELs, and non-ELs. Analyses identified small but statistically significant group differences in academic and expressive-communication complexity levels, mean receptive-communication scores, instructional setting, and overall performance differences for likely-ELs compared with their peers, indicating a need for further research on instructional and assessment approaches teachers take for addressing these students’ needs.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::6840427c4209f6cf65be99b0d8ff0b6f https://doi.org/10.1177/1540796919835169 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
Nepřihlášeným uživatelům se plný text nezobrazuje	K zobrazení výsledku je třeba se přihlásit.