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Results provide descriptive statistics on sensory impairments, disability categories, alternate assessment participation, educational setting, communication, and academic skills, followed by analyses comparing students with and without cortical visual impairment.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Karvonen, M., Beitling, B., Erickson, K., Morgan, S., & Bull, R. (2021) . Students with significant cognitive disabilities and dual sensory loss. Co-published by Accessible Teaching, Learning, and Assessment Systems and the National Center on Deaf-Blindness. Lawrence, KS: University of Kansas, Accessible Teaching, Learning, and Assessment Systems (ATLAS) . Sands Point, NY: National Center on Deaf-Blindness (NCDB) .  \nThe authors wish to thank Chelsea Nehler, Julie Durando, Peggy Malloy, Russell Swinburne Romine, and Liz Kavitsky for contributions to earlier versions of this report.  \nNational Center on Deaf-Blindness, 2021  \n[nationaldb.org](nationaldb.org)  \nThe contents of this publication were developed under a grant from the U.S. Department of Education, \\#H326T180026 . However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Susan Weigert.  \n© 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)  \nContents  \nForeword ...................................................................................................................................... 1  \nExecutive Summary ....................................................................................................................... 3  \n1. Overview................................................................................................................................ 9  \n2. Methods .............................................................................................................................. 11  \nData Sources............................................................................................................................ 11  \nDynamic Learning Maps First Contact Survey ...................................................................... 11  \nNational Deaf-Blind Child Count .......................................................................................... 11  \nData Preparation ..................................................................................................................... 12  \nSamples ................................................................................................................................... 12  \nFirst Contact......................................................................................................................... 12  \nNational Child Count ............................................................................................................ 13  \nData Analysis ........................................................................................................................... 16  \nNew Variables ...................................................................................................................... 16  \nResearch Question 1 ............................................................................................................ 17  \nResearch Question 2 ............................................................................................................ 18  \nResearch Question 3 ............................................................................................................ 19  \n3. Results: First Contact Survey and Child Count Descriptive Statistics.................................... 20  \nSensory Impairments............................................................................................................... 20  \nIDEA Disability Categories and Cognitive Impairments............................................................ 27  \nAlternate Assessment Participation ........................................................................................ 33  \nEducational Setting and Instruction......................................................................................... 38  \nCommu","cbCaiqmYfbgjPWHP","https://ap.wps.com/l/cbCaiqmYfbgjPWHP","pdf",3545281,163,"English","# Foreword\n# Executive Summary\n# 1. Overview\n# 2. Methods\n## Data Sources\n## Data Preparation\n## Samples\n## First Contact\n## National Child Count\n## Data Analysis\n## Research Question 1\n## Research Question 2\n## Research Question 3\n# 3. Results: First Contact Survey and Child Count Descriptive Statistics\n## Sensory Impairments\n## IDEA Disability Categories and Cognitive Impairments\n## Alternate Assessment Participation\n## Educational Setting and Instruction\n## Communication\n## Academic Skills\n## Reading and Writing\n## Mathematics\n## Science\n## Summary\n# 4. Results: Students with and without Cortical Visual Impairment","[{\"question\":\"What data sources are used in the report?\",\"answer\":\"The report uses data sources including the Dynamic Learning Maps First Contact Survey and the National Deaf-Blind Child Count.\"},{\"question\":\"Which topics are covered in the descriptive results section?\",\"answer\":\"It covers sensory impairments, IDEA disability categories and cognitive impairments, alternate assessment participation, educational setting and instruction, communication, and academic skills across reading and writing, mathematics, and science.\"},{\"question\":\"How does the report compare students with and without cortical visual impairment?\",\"answer\":\"A dedicated results section summarizes sensory and physical characteristics, disability details, communication, and educational setting for students with and without cortical visual impairment.\"}]","Students with Significant Cognitive Disabilities and Dual Sensory Loss - Research report | PDF",1792055962,411]