Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities

Autor/inn/en	Parrish, Polly R.; Stodden, Robert A.
Titel	Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities
Quelle	In: TEACHING Exceptional Children, 41 (2009) 4, S.46-56 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Alignment (Education); State Standards; Elementary Secondary Education; Federal Legislation; Educational Legislation; Disabilities; Academic Standards; Instruction; Student Evaluation; Curriculum + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Teaching process; Unterrichtsprozess; Schulnote; Studentische Bewertung; Curricula; Lehrplan; Rahmenplan
Abstract	This article presents a classroom teacher's perspective on one of the important requirements of the No Child Left Behind Act of 2001 (NCLB) legislation and aligned language found in the Individuals With Disabilities Education Improvement Act (IDEA 2004)--that of aligning assessment and instructional practices with state academic content standard areas for special educators teaching students with significant disabilities. This movement has been propelled by the reauthorization of the Elementary and Secondary Education Act, renamed NCLB, and the reauthorization of IDEA 2004. Although a goal of NCLB is to improve academic outcomes for all students, IDEA 2004 focuses upon meeting this goal by improving access to the general education curriculum for students with disabilities. Both NCLB and IDEA 2004 put forward the belief that students' outputs and students' level of achievement are connected to the level of expectations teachers set (McLaughlin, Shepard, & O'Day, 1995.) (Contains 4 tables and 6 figures.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10