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.

中文翻译：

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识别需要广泛支持的学生的双重感觉丧失


对于不明的双重感觉丧失（DSL）如何影响具有广泛支持需求（ESN）的学生的教育和学业成绩，人们知之甚少。我们使用了对超过 100,000 名 ESN 学生进行的教师调查数据，这些学生参加了全州范围内的替代评估，以确定已知和可疑 DSL 的学生数量以及这些群体之间的特征差异。拥有 ESN 和疑似 DSL 的学生 (N = 870) 比拥有 ESN 和已知 DSL 的同龄人 (N = 649) 更难以获得普通教育课程，并且学术技能比同龄人少。我们总结了对实践和未来研究的影响。