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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.
Authors: Butler, Michelle A. (AUTHOR), Katayama, Andrew D. (AUTHOR), Schindling, Casey (AUTHOR), Dials, Katherine (AUTHOR)
Source: Journal of Educational Research. May2018, Vol. 111 Issue 3, p352-362. 11p. 5 Charts.
Subjects: Schools, Ecological resilience, High school accreditation, Students, Academic ability
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 schoolspecific 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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Assessing resilience in students who are deaf or blind: Supplementing standardized achievement testing.
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  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Michelle+A%2E%22">Butler, Michelle A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Katayama%2C+Andrew+D%2E%22">Katayama, Andrew D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schindling%2C+Casey%22">Schindling, Casey</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dials%2C+Katherine%22">Dials, Katherine</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. May2018, Vol. 111 Issue 3, p352-362. 11p. 5 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+resilience%22">Ecological resilience</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+accreditation%22">High school accreditation</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+ability%22">Academic ability</searchLink>
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  Data: 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 schoolspecific 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2016.1264052
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        Text: English
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      – SubjectFull: High school accreditation
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              Text: May2018
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