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Psychoeducational assessment of students who are deaf-blind : a decision-making model for school-based practitioners : final report

Author: Harvey Haynes Mar; Nancy Sall; Educational Resources Information Center (U.S.)
Publisher: New York, NY : St. Luke's/Roosevelt Hospital Center, Developmental Disabilities Center ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [2000]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
This final report describes the activities and outcomes of a project designed to develop and establish a psychoeducational assessment model to enhance the ability of educators, psychologists, and learning specialists to design and conduct meaningful evaluations of students who are deaf-blind. By focusing on psychoeducational assessment, this project sought to address several longstanding concerns, including the  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Harvey Haynes Mar; Nancy Sall; Educational Resources Information Center (U.S.)
OCLC Number: 48150594
Notes: Shipping list no.: 2001-0409-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2001]. 1 microfiche.
Description: 1 volume
Other Titles: Designing an intervention plan.
Decision-making model for school-based practitioners
Responsibility: report prepared by Harvey H. Mar, Nancy Sall.

Abstract:

This final report describes the activities and outcomes of a project designed to develop and establish a psychoeducational assessment model to enhance the ability of educators, psychologists, and learning specialists to design and conduct meaningful evaluations of students who are deaf-blind. By focusing on psychoeducational assessment, this project sought to address several longstanding concerns, including the absence of uniform guidelines for evaluation, the lack of field-based training materials and resources on the process of assessment, the shortage of evaluation personnel who are familiar with specific issues of deaf-blindness, and the problem of accurately characterizing the abilities and growth of individuals for whom standard models and techniques of assessment are likely to be inappropriate. Major outcomes of the project included the development of: (1) a pragmatic model of psychoeducational assessment for school-based practitioners working in diverse settings, including a process to assist state and multi-state projects to implement "train-the-trainer" models of personnel preparation; (2) materials and resources to support self-study or inservice models of personnel preparation; and (3) a communication assessment protocol to improve competencies of practitioners to describe communication and social interaction behaviors of students with deaf-blindness. (Contains 28 references.) (Cr).

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