2005 State Policies on Assessment Participation and Accommodations for Students with Disabilities. Synthesis Report 64

Autor/inn/en	Lazarus, Sheryl S.; Thurlow, Martha L.; Lail, Kathryn E.; Eisenbraun, Kristin D.; Kato, Kentaro
Institution	National Center on Secondary Education and Transition, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	2005 State Policies on Assessment Participation and Accommodations for Students with Disabilities. Synthesis Report 64
Quelle	(2006), (115 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Disabilities; Student Evaluation; Student Participation; Academic Accommodations (Disabilities); Educational Policy; Web Sites; Testing Accommodations; Compliance (Legal); Special Needs Students; Guidelines + Suchen Sie Ihr Suchwort? Bundesrecht; Handicap; Behinderung; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Politics of education; Bildungspolitik; Web-Design; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Sonderpädagogischer Förderbedarf; Richtlinien
Abstract	The National Center on Educational Outcomes (NCEO) has been tracking and analyzing state policies on assessment participation and accommodations since 1992. The purpose of the current analysis is to update information on these policies that was last reported by NCEO in 2005 (based on 2003 data). The current analysis of states' 2005 participation and accommodation policies found that state policies on participation and accommodation continue to evolve, and that they have become more detailed and specific than in previous years. Key findings from this analysis include: (1) Most states now have Web sites where users can access their policies; (2) Clarifications and specifications attached to specific participation policy variables and to specific accommodations (e.g., what tests accommodations can be used on) are increasing; (3) The "read aloud questions," "sign interpret questions," and "calculator" accommodations continue to be controversial; (4) The "spell checker" accommodation, though it continues to be controversial, appears to be more widely accepted than in the past; and (5) Most states now permit the use of extended time with no restriction, though fewer states permit the "testing over multiple days" accommodation than in the past. This analysis did not attempt to determine the degree to which state policies complied with federal requirements under the Individuals with Disabilities Education Act (IDEA) of 2004 or Title I of the No Child Left Behind (NCLB) Act of 2001. Instead, it is a descriptive analysis of the written policies that states have for the participation of students with disabilities in assessments and the use of accommodations during their assessments. Appended are: (1) State Documents Used in Analysis of Participation and Accommodation Policies; and (2) Participation and Accommodation Guidelines by State. (Contains 38 tables and 10 figures.) (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://education.umn.edu/NCEO/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10