Increasing the Participation of Students with Disabilities in State and District Assessments.

Autor/inn/en	Thurlow, Martha; Ysseldyke, Jim; Erickson, Ron; Elliott, Judy
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Increasing the Participation of Students with Disabilities in State and District Assessments.
Quelle	(1997) 6, (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Standards; Accountability; Alternative Assessment; Data Collection; Decision Making; Disabilities; Educational Assessment; Educational Principles; Elementary Secondary Education; Graduation Requirements; Inclusive Schools; State School District Relationship; State Standards; Student Evaluation; Student Participation; Testing Accommodations; Testing Programs + Suchen Sie Ihr Suchwort? Verantwortung; Data capture; Datensammlung; Decision-making; Entscheidungsfindung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Bildungsprinzip; Abschlussordnung; Inclusive school; Integrative Schule; Staatliches Schulamt; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report examines issues concerning the participation of students with disabilities in state and district assessments and offers principles and recommendations for increasing their participation. This report suggests that 85 percent of students with disabilities could participate either in the regular assessments or by using accommodations and that only 15 percent might need an alternate assessment. An analysis of state-written guidelines has identified principles such as beginning with the premise that all students will participate in the accountability system and basing participation decisions on the student's instructional goals. The issue of participation in graduation exams is also addressed, with the suggestion that the same principles used in decisions about state assessment and accountability systems be implemented. The report recommends: (1) clarification of the purpose of the assessment and accountability systems; (2) consistency of participation principles for instruction, classroom assessments, and state and district assessments; (3) consistency of accommodations and reporting policies with participation principles; and (4) determination of alternate assessments for those students who need them. (Contains 11 references.) (DB)
Anmerkungen	NCEO, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; phone: 612-624-8561; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/nceo ($3.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01