Understanding Participation: Secondary Students with Autism Spectrum Disorder and the Accountability System

Autor/in	Bouck, Emily C.
Titel	Understanding Participation: Secondary Students with Autism Spectrum Disorder and the Accountability System
Quelle	In: Education and Training in Autism and Developmental Disabilities, 52 (2017) 2, S.132-143 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Transitional Programs; Special Education; Longitudinal Studies; Disabilities; Secondary School Students; Autism; Pervasive Developmental Disorders; Student Participation; Accountability; Standardized Tests; Alternative Assessment; Academic Accommodations (Disabilities); Federal Legislation; Educational Legislation; Equal Education; Statistical Analysis; Individual Characteristics; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Handicap; Behinderung; Sekundarschüler; Autismus; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Verantwortung; Standadised tests; Standardisierter Test; Bundesrecht; Bildungsrecht; Schulgesetz; Statistische Analyse; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	All students are expected to participate in accountability systems and multiple options exist for students with disabilities, including taking the general large-scale assessment with and without accommodations and taking an alternate assessment. Using a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2), the researcher conducted frequency distributions, descriptive statistics, and Chi Square Tests of Association to understand the participation of secondary students with autism spectrum disorder in standardized assessments. The results indicate that the most frequent means secondary students with autism spectrum disorder participate in standardized assessments is via an alternate assessment, although individual (i.e., functional skills) and educational factors (e.g., time in general education setting) mediate. The researcher also found low rates of accommodations provided on standardized assessments. Additional research is needed regarding the participation of students with autism spectrum disorder in the accountability system, but the results of this study suggest a relationship between both a student's time in general education and his/her functional skills and his/her type of participation in the accountability system. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01