Aligning and Inventing Practices to Achieve Inclusive Assessment Policies: A Decade of Work toward Optimal Access for US Students with Disabilities 2001-2011

Autor/in	Weigert, Susan C.
Titel	Aligning and Inventing Practices to Achieve Inclusive Assessment Policies: A Decade of Work toward Optimal Access for US Students with Disabilities 2001-2011
Quelle	In: International Journal of Disability, Development and Education, 59 (2012) 1, S.21-36 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2012.654935
Schlagwörter	Federal Legislation; Disabilities; Accountability; Inclusion; Educational Practices; Educational Policy; Alignment (Education); Testing Accommodations; Accessibility (for Disabled); Formative Evaluation; Change Strategies; Educational Change; Alternative Assessment; Federal Regulation; Academic Standards; Academic Achievement; Special Needs Students; United States + Suchen Sie Ihr Suchwort? Bundesrecht; Handicap; Behinderung; Verantwortung; Inklusion; Bildungspraxis; Politics of education; Bildungspolitik; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Lösungsstrategie; Bildungsreform; Bundeskompetenz; Schulleistung; Sonderpädagogischer Förderbedarf; USA
Abstract	The decade following the publication of the No Child Left Behind Act 2001 was an innovative period with respect to inclusive assessment practices for students with disabilities (SWDs). As the United States educational policies under the Obama Administration's Race to the Top initiative re-conceive the inclusion of SWDs in state assessment-based accountability systems, there is hope that the next generation of general assessments will better serve the principle of promoting access to the general education curriculum for SWDs, and will move beyond access to foster their inclusion in post-school college and career options to the maximum extent possible. The present paper traces some important "lessons learned" in the development of inclusive assessments over the past decade for students with disabilities, and makes recommendations for the direction of future assessment research for the incorporation and extension of these innovations. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10