Alternate Assessment for Students with Significant Cognitive Disabilities: An Educator's Guide

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Autor/inn/en	Kleinert, Harold L.; Kearns, Jacqui Farmer
Titel	Alternate Assessment for Students with Significant Cognitive Disabilities: An Educator's Guide
Quelle	(2010), (376 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5985-7076-2
Schlagwörter	Leitfaden; Unterricht; Lehrer; Individualized Education Programs; Alternative Assessment; Disabilities; Program Effectiveness; Lesson Plans; Educational Principles; Educational History; Access to Education; Curriculum; Reading Instruction; Mathematics Instruction; Science Instruction; Social Studies; Self Determination; Interpersonal Relationship; Evidence; Educational Research; Evaluation Research; Outcomes of Education; Academic Achievement; Academic Standards; Educational Assessment; Student Evaluation; Alignment (Education); Special Education; Special Needs Students; Psychometrics; Evaluation Methods; Accountability; Academic Accommodations (Disabilities); Art Education; Family Role; Daily Living Skills; Communication Skills; Records (Forms); Guides + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Individualized education program; Individualisierendes Lernen; Handicap; Behinderung; Lesson planning; Unterrichtsplanung; Bildungsprinzip; History of education; Bildungsgeschichte; Education; Access; Bildung; Zugang; Bildungszugang; Curricula; Lehrplan; Rahmenplan; Leseunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Selbstbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Evidenz; Bildungsforschung; Pädagogische Forschung; Evaluationsforschung; Lernleistung; Schulerfolg; Schulleistung; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Psychometry; Psychometrie; Verantwortung; Arts; Art in Education; Kunst; Erziehung; Alltagsfertigkeit; Kommunikationsstil; Formularsammlung; Handbuch; Leitfaden
Abstract	To support K-12 students with significant disabilities and get an accurate picture of their skills and knowledge, schools need to implement effective alternate assessment based on alternate achievement standards (AA-AAS). This is the guidebook every team should have--not only to develop successful AA-AAS linked with grade-level content standards, but also to ensure the kind of quality instruction that leads to higher achievement. The follow-up to Kleinert and Kearns's pioneering "Alternate Assessment," this cutting-edge book synthesizes current research on AA-AAS and gives education professionals strategies for implementing assessments and improving instruction. To help educators ensure a high-quality inclusive education for students with disabilities, the authors include detailed, step-by-step examples of modified lessons in math, reading, science, and social studies. Readers will see how instruction and assessment can be adapted for students of all ages with a wide range of abilities and communication needs. Contents of this book include: Part I: An Overview of Alternate Assessment: (1) An Introduction to Alternate Assessments: Historical Foundations, Essential Parameters, and Guiding Principles (Harold L. Kleinert, Rachel Quenemoen, and Martha Thurlow); (2) Principles and Practices for Achievement Assessments in School Accountability Systems (Jacqui Farmer Kearns); (3) Students in the AA-AAS and the Importance of Communicative Competence (Jane O'Regan Kleinert, Jacqui Farmer Kearns, and Harold L. Kleinert); (4) Aligning Curriculum with Grade-Specific Content Standards: Using Eight Criteria to Create Access (Shawnee Y. Wakeman, Diane M. Browder, Bree A. Jimenez, and Pamela J. Mims); Part II: Teaching and Assessing Students with Significant Cognitive Disabilities: (5) Ensuring Access: A Four-Step Process for Accessing the General Curriculum (Michael Burdge, Jean Clayton, Anne Denham, and Karin K. Hess); (6) Reading Instruction and Assessment Linked to Grade-Level Standards (Lynn Ahlgrim-Delzell, Robert J. Rickelman, and Jean Clayton); (7) Math Instruction and Assessment Linked to Grade-Level Standards (Lou-Ann Land, David K. Pugalee, Anne Denham, and Harold L. Kleinert); (8) Science Instruction and Assessment Linked to Grade Level Standards (Ginevra Courtade, Deborah A. Taub, and Michael Burdge); (9) Social Studies and the Arts Instruction and Assessment Linked to Grade-Level Standards (Karen M. Guettler, Jacqueline M. Norman, James Zeller, and Mariel L. Zeller); and Part III: Enhancing Student Outcomes: The Role of Students and Families, and Directions for Future Research: (10) Embedding Life Skills, Self-Determination, and Enhancing Social Relationships and Other Evidence-Based Practices (Harold L. Kleinert, Belva C. Collins, Donna Wickham, Leah Riggs, and Karen D. Hager); (11) Alternate Assessments, Families, and the Individualized Education Program (Jacqui Farmer Kearns and Rachel Quenemoen); (12) What We Have Learned from Alternate Assessment Research and What We Still Need to Know (Harold L. Kleinert and Elizabeth Towles-Reeves). Also included are: a foreword (Daniel J. Wiener); preface; an appendix with blank forms; and an index. (ERIC).
Anmerkungen	Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285. Tel: 800-638-3775; Fax: 410-337-8539; e-mail: custserv@brookespublishing.com; Web site: http://www.brookespublishing.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10