National Survey of Assessment and Accommodations for Deaf and Hard-of-Hearing Students

National Survey on the Assessment and Accomodations for the Deaf and Hard of Hearing

Affiliated with the University of Texas at Austin

Publications:

Cawthon, S. (in press-c). Hidden benefits and unintended consequences of No Child Left Behind polices for students who are Deaf or hard of hearing. American Educational Research Journal.

Cawthon, S. & the Online Research Lab (in press-b). Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. Journal of Deaf Studies and Deaf Education.

Cawthon, S. (in press-a). Schools for the Deaf and NCLB: Integration into the Accountability Framework. In Johnson, R.C., Karchmer, M., & Mitchell, R. (Eds.), Assessing the Academic Achievement of Deaf Students in an Age of Accountability. Washington, DC: Gallaudet University Press.

Cawthon, S. (2006b). Pebbles in the mainstream: How do we find them? American Annals of the Deaf, 151 (2), 105-113.

Cawthon, S. (2006a). Testing accommodations and students who are Deaf-Blind. Deaf-Blind Perspectives, 14 (1), 8-10.

Cawthon, S. & the Online Research Lab (2006). Findings from the National Survey on Accommodations and Alternate Assessments for Students who are Deaf or Hard of Hearing. Journal of Deaf Studies and Deaf Education, 11(3), 337-359.

Presentations:

Cawthon, S. (2007, May). Findings from the first two years of the National Survey of Assessments and Accommodations for Students who are Deaf or Hard of Hearing. Paper presentation for the annual meeting of the American Educational Research Association, Chicago, IL.

Cawthon, S. (2006, May). Accommodations and Assessments for students who are Deaf or hard of hearing. Paper presented at the annual Conference of Educational Administrators of Schools and Programs for the Deaf, Riverside, CA.

Cawthon, S. (2005, April-a). The impact of accountability reform on assessment practices for Deaf and hard of hearing students. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

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