An Analysis of State Alternate Assessment Participation Guidelines

Autor/inn/en	Musson, Jane E.; Thomas, Megan K.; Towles-Reeves, Elizabeth; Kearns, Jacqueline F.
Titel	An Analysis of State Alternate Assessment Participation Guidelines
Quelle	In: Journal of Special Education, 44 (2010) 2, S.67-78 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466909333515
Schlagwörter	Alternative Assessment; Disabilities; Guidelines; Qualitative Research; Individualized Education Programs; Academic Achievement; State Programs; Participation; Public Policy; Educational Legislation; Academic Standards; Special Education; Educational Assessment; Student Evaluation; Testing Accommodations; Educational Policy; Sustainability; United States + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Richtlinien; Qualitative Forschung; Individualized education program; Individualisierendes Lernen; Schulleistung; Regierungsprogramm; Teilnahme; Öffentliche Ordnung; Bildungsrecht; Schulgesetz; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Politics of education; Bildungspolitik; Nachhaltigkeit; USA
Abstract	The purpose of this study was to examine all states' participation guidelines for alternate assessments based on alternate achievement standards (AA-AAS) and to analyze these guidelines for common and contrasting themes. State alternate assessment participation guidelines were found for all 50 states. Participation guidelines were coded, and 12 categories emerged. These categories fell into four major patterns: not included in almost all states' participation guidelines, evenly distributed between being included and not included, included in the majority of states' participation guidelines, and included in almost all states' participation guidelines. This research can help state-level personnel revise and improve their own participation guidelines by providing information about current language used in participation guidelines and can inform the field of the level of consistency in the language used to describe the population who participate in AA-AAS. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10