Identifying Dual Sensory Loss Among Students With Extensive Support Needs-Reference-Cited by-同舟云学术

Identifying Dual Sensory Loss Among Students With Extensive Support Needs

Published:2024-09-14 Issue: Volume: Page:
ISSN:0022-4669
Container-title:The Journal of Special Education
language:en
Short-container-title:J Spec Educ

Author:

Karvonen Meagan¹^ORCID,Erickson Karen A.²,Durando Julie A.³,Beitling Brianna¹,Morgan Samuel L.³,Kavitsky Elizabeth¹^ORCID

Affiliation:

1. The University of Kansas, Lawrence, USA

2. The University of North Carolina at Chapel Hill, USA

3. National Center on Deafblindness, Helen Keller National Center, Brooklyn, NY, USA

Abstract

Very little is known about how unidentified dual sensory loss (DSL) may affect education and academic outcomes for students with extensive support needs (ESN). We used data from a teacher survey on over 100,000 students with ESN who take statewide alternate assessments to identify the number of students with known and suspected DSL and the differences in characteristics between those groups. Students with ESN and suspected DSL ( N = 870) struggled to access the general education curriculum more than their peers with ESN and known DSL ( N = 649) and had fewer academic skills than their peers. We conclude with implications for practice and future research.

Funder

Office of Special Education and Rehabilitative Services

Publisher

SAGE Publications

Link

https://journals.sagepub.com/doi/pdf/10.1177/00224669241273912

Reference26 articles.

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