Assessing Resilience in Students Who Are Deaf or Blind: Supplementing Standardized Achievement Testing
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| Title: | Assessing Resilience in Students Who Are Deaf or Blind: Supplementing Standardized Achievement Testing |
|---|---|
| Language: | English |
| Authors: | Butler, Michelle A., Katayama, Andrew D., Schindling, Casey, Dials, Katherine |
| Source: | Journal of Educational Research. 2018 111(3):352-362. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools |
| Descriptors: | 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 |
| DOI: | 10.1080/00220671.2016.1264052 |
| ISSN: | 0022-0671 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 42 |
| Entry Date: | 2018 |
| Accession Number: | EJ1172981 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0022-0671 |
| DOI: | 10.1080/00220671.2016.1264052 |
