Literaturnachweis - Detailanzeige
Autor/in | Weigert, Susan C. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |