Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions. NCEO Report 406

Autor/inn/en	Thurlow, Martha L.; Lazarus, Sheryl S.; Larson, Erik D.; Albus, Deb A.; Liu, Kristi K.; Kwong, Elena
Institution	National Center on Educational Outcomes; Council of Chief State School Officers (CCSSO); National Association of State Directors of Special Education (NASDSE); WestEd; Applied Engineering Management Corporation (AEM)
Titel	Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions. NCEO Report 406
Quelle	(2017), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Assessment; Guidelines; Definitions; Academic Standards; Severe Intellectual Disability; Student Participation; Criteria; Disabilities; Educational Legislation; Equal Education; Federal Legislation; Elementary Secondary Education; State Policy + Suchen Sie Ihr Suchwort? Richtlinien; Begriffsbestimmung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	With the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, renewed attention was paid to the importance of guidelines for participation in alternate assessments based on alternate achievement standards (AA-AAS) and to understanding of who the students are who have significant cognitive disabilities. The analyses presented in this report were conducted to highlight the alternate assessment participation guidelines and definitions of students with the most significant cognitive disabilities that were in place just prior to the start of the 2017-18 school year. Specifically, the report documents the status of states' participation guidelines and definitions as of August, 2017. The analysis includes the factors that states indicated should and should not be considered when making decisions about participation in the AA-AAS. It also documents the format of the guidelines that states made available to decision makers. Finally, it examines the extent to which states provided an explicit definition of "students with the most significant cognitive disabilities." (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01