Assessing Students with Significant Cognitive Disabilities on Academic Content

Autor/inn/en	Goldstein, Jessica; Behuniak, Peter
Titel	Assessing Students with Significant Cognitive Disabilities on Academic Content
Quelle	In: Journal of Special Education, 46 (2012) 2, S.117-127 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466910379156
Schlagwörter	Check Lists; Alternative Assessment; Focus Groups; Disabilities; Interviews; Classification; Severe Mental Retardation; Student Evaluation; Evaluation Methods; Academic Standards; Special Education Teachers; Teacher Attitudes; Skill Development; Daily Living Skills; Mathematics; Communication Skills; Connecticut + Suchen Sie Ihr Suchwort? Checkliste; Handicap; Behinderung; Interviewing; Interviewtechnik; Classification system; Klassifikation; Klassifikationssystem; Schulnote; Studentische Bewertung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Alltagsfertigkeit; Mathematik; Kommunikationsstil
Abstract	Federal and state policies require all students with significant cognitive disabilities to participate in state assessments and be included in measures of adequate yearly progress. Although these alternate assessments of grade-level content based on alternate achievement standards have been in place for several years, little is known about the knowledge and skills of students with significant cognitive disabilities or about the influence of these assessments on student learning. This study uses an empirically evaluated classification scheme of data from one cohort of students' participation in a statewide alternate assessment, Connecticut's "Skills Checklist," to validate claims from teacher focus group interviews. Data from both components of the study suggest that nearly half of the teachers found the content on the "Skills Checklist" inaccessible for their students. Implications of this finding are discussed. (Contains 5 tables and 1 note.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10