State Assessment Policies on Participation and Accommodations for Students with Disabilities: 1997 Update. Synthesis Report 29.

Autor/inn/en	Thurlow, Martha L.; Seyfarth, Allison L.; Scott, Dorene L.; Ysseldyke, James E.
Institution	National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	State Assessment Policies on Participation and Accommodations for Students with Disabilities: 1997 Update. Synthesis Report 29.
Quelle	(1997), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Accountability; Alternative Assessment; Disabilities; Educational Assessment; Educational Policy; Elementary Secondary Education; Individualized Education Programs; Input Output Analysis; Outcomes of Education; Parent Participation; School Effectiveness; Special Education; State Programs; State Standards; Student Participation; Testing Accommodations + Suchen Sie Ihr Suchwort? Verantwortung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Individualized education program; Individualisierendes Lernen; Lernleistung; Schulerfolg; Elternmitwirkung; Schuleffizienz; Special needs education; Sonderpädagogik; Sonderschulwesen; Regierungsprogramm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report summarizes states' current policies on the participation of students with disabilities in large-scale assessment and the accommodations available for these students. Among the generalizations from these summaries are (1) state participation and accommodation policies change frequently; (2) for participation decisions, state policies often rely on the Individualized Education Program team and the involvement of parents; (3) many policies indicate that states have begun to offer partial participation in the testing or alternate assessment for students with disabilities; (4) testing accommodations have become very common, with nearly every state with a policy offering some accommodations; (5) the most commonly offered accommodations include Braille or large-print editions of tests, the use of a proctor or scribe, extended time, and allowing for individual or small group administration of assessments; and (6) the most controversial accommodations (i.e., offered by some states and prohibited by others), include reading a test aloud and use of calculators. States that offer both norm-referenced tests and criterion-referenced tests will generally offer more accommodations in the criterion-referenced tests than in their norm-referenced tests. The accommodations available for these types of tests are most similar for setting accommodations (e.g., administering an assessment individually, in small groups, or in an alternate location). (Contains 64 references.) (Author/CR)
Anmerkungen	National Center on Education Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; telephone: 612-624-8561; fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO ($10).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01