Knoth, S. K. (2006). Essential accommodations for students with sensory impairments: Perceptions from the field (Publication No. 3238405) [Doctoral dissertation, Ball State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305357845

Ball State University (Muncie, IN); ProQuest document ID: 305357845

This investigation sought feedback regarding draft accommodation protocols for students with sensory impairments in the state of Indiana. Accommodations under examination numbered 21 in all.

Participants invited to provide written feedback and/or to attend focus groups included parents of the 4,100 students with sensory impairments from throughout Indiana (U.S.), as well as their 972 FTEs of personnel, as well as teachers and staff members at the two state residential schools. Twenty-two people attended focus group sessions. Twelve designated experts were invited and 9 attended interviews to review their feedback and comments. The needs of students with sensory impairments were under examination in this study. These students included students with hearing impairments or have deafness, students with visual impairments or have blindness, and students who have deaf-blindness. These students used as their primary communication: signed English, American Sign Language (ASL), lip reading, auditory-oral or auditory-verbal, total communication, and/or a cochlear implant; braille, print with magnifiers and/or large print (for literary communication); signed English, ASL, cued speech, auditory-oral, auditory-verbal, tactile sign language, Tadoma, tangible symbols, and/or total communication.

Data were generated initially in response to a survey sent to all interested parties from various stakeholder groups. Additional data were collected from statements made by various participants—parents as well as educators, including designated experts—were analyzed. These statements were made 1) in written form as responses to draft accommodation protocols (n=200 valid documents), 2) in focus group sessions (n=22), and 3) in interviews (n=9).