Alternate Assessment of Students with Disabilities in Inclusive Settings PDF Download

Author: Sandra K. Alper
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 328

View

Book Description
This unique text covers assessment of both relevant academic and functional skills of students with disabilities as they are embedded in the general education curriculum. This textbook addresses a critical challenge faced by teachers in inclusive settings: how to appropriately address the functional skill needs of students with disabilities in general education settings, while at the same time, provide adequate coverage of basic academic skills. Pedagogical elements such as learning objectives and lists of key terms make this a comprehensive, clear and useful text.

Author: Cathleen G. Spinelli
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 612

View

Book Description
"Imagine a world in which every single person on the planet is given free access to the sum of all human knowledge. That's what we're doing." --Jimmy Wales With more than 2,000,000 individual articles on everything from Aa! (a Japanese pop group) to Zzyzx, California, written by an army of volunteer contributors, Wikipedia is the #8 site on the World Wide Web. Created (and corrected) by anyone with access to a computer, this impressive assemblage of knowledge is growing at an astonishing rate of more than 30,000,000 words a month. Now for the first time, a Wikipedia insider tells the story of how it all happened--from the first glimmer of an idea to the global phenomenon it's become. Andrew Lih has been an administrator (a trusted user who is granted access to technical features) at Wikipedia for more than four years, as well as a regular host of the weekly Wikipedia podcast. In The Wikipedia Revolution, he details the site's inception in 2001, its evolution, and its remarkable growth, while also explaining its larger cultural repercussions. Wikipedia is not just a website; it's a global community of contributors who have banded together out of a shared passion for making knowledge free. Featuring a Foreword by Wikipedia founder Jimmy Wales and an Afterword that is itself a Wikipedia creation.

Author: Judy W. Wood
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 712

View

Book Description
This book presents practical, content-based strategies that form a comprehensive process to teaching all students. It promotes the philosophy that inclusion and transition do not take place as a single event, but are part of a process that occurs throughout instruction. It retains the use of the Systematic Approach for Adapting the Learning Environment (SAALE) model and includes important updates regarding legal mandates, bilingual children, technology, and transition in different school environments. Legal Implications; The Road to Responsibility: Referral to Placement; Bilingual or Limited English Proficient Students; Characteristics of Students with Special Needs; Transition; The Process of Collaboration; The Content: Using the SAALE Model; Adapting the Socioemotional Environment; Adapting the Behavioral Environment; Adapting the Physical Environment; Adapting Lesson Plans; Adapting Teaching Techniques; Adapting the Format of Content; Adapting Multi-Media Approaches; Adapting Student Evaluation; Adapting Grading.

Author: George R. Taylor
Publisher: Scarecrow Press
ISBN: 9780810846166
Category : Education
Languages : en
Pages : 260

View

Book Description
Many school districts are moving away from segregation to the integration of children with disabilities in the regular classroom. This book details strategies for the inclusion of disabled students in the mainstream.

Author: Martha L. Thurlow
Publisher: Corwin Press
ISBN: 0761938095
Category : Education
Languages : en
Pages : 344

View

Book Description
This book is intended to facilitate the meaningful inclusion of students with disabilities in district and state assessments as required by the 1997 amendments to the Individuals with Disabilities Education Act. First, an introductory chapter offers reasons for including students with disabilities in district and statewide accountability systems. Chapters 2 through 6 address the specifics of including children with disabilities, such as deciding how students participate in district and state tests, eligibility for assessment accommodations, how to decide which accommodations are appropriate for use in assessments, the characteristics of alternate assessments, and including English language learners with disabilities in assessments. Chapters 7 through 10 address using assessment results, how the Individualized Education Program (IEP) can be restructured to promote greater participation in the accountability system, teacher and service provider collaboration, gaining support from administrators, parent involvement in testing decisions, and the legalities of restructuring accountability systems that include all students. Extensive appendices include sample forms and worksheets for participation decision making, IEP development, assessment accommodations, and student feedback; checklists of criteria for deciding about participation, accommodations, and assessment type; a guide to staff development; and a list of Technical Assistance and Dissemination Networks. (Individual chapters identify additional resources.) (CR).

Author: Sandra J. Thompson
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 174

View

Book Description
Guides through the process of alternate assessment, based on the understanding of and beliefs about best practices. This book is intended for general and special educators, parents of students with disabilities, advocates, education policy leaders and others concerned about the inclusion of 'all' students in educational reform efforts.

Author: Harold L. Kleinert
Publisher: Brookes Publishing Company
ISBN: 9781598570762
Category : Education
Languages : en
Pages : 0

View

Book Description
Develop effective alternate assessment based on alternate achievement standards (AA-AAS). With this practical guidebook, K-12 educators will modify assessments and ensure high-quality instruction that leads to better outcomes.

Author: William D. Schafer
Publisher: Paul H Brookes Publishing
ISBN: 9781598570373
Category : Education
Languages : en
Pages : 0

View

Book Description
Discover what really works in alternate assessment based on alternate achievement standards. This book gathers cutting-edge knowledge and best practices in seven states to help readers work toward accurate assessment of students with severe disabilities.

Author: Festus E. Obiakor
Publisher: Emerald Group Publishing
ISBN: 1839098902
Category : Education
Languages : en
Pages : 256

View

Book Description
This finely curated collection of thirteen chapters presents ideas and research on different disability topics from key leaders in the field of the assessment of children with disabilities. They help us to properly understand and compare traditional and innovative assessment techniques for students with disabilities.

Author: Monica Smith-Woofter
Publisher:
ISBN:
Category : Individualized education programs
Languages : en
Pages : 195

View

Book Description
The U.S. Congress has passed several laws since 1997 in order to ensure the students with disabilities have an opportunity to learn and access the general curriculum. States now include students with disabilities in state accountability systems whether it is through regular state assessments or alternate assessments. For students eligible to take an alternate assessment based on modified academic achievement standards, they require the development and use of standards-based Individualized Education Plans (IEP) is a requirement. As states adhere to federal guidelines and regulations in an effort to implement standards-based reform, students with disabilities, along with their non-disabled peers are held to the same or similar grade level academic achievement standards. This descriptive case study explored teacher perceptions of the impact alternate assessments and standards-based IEPs on classroom instruction and student achievement. Interviews of regular education teachers, special educations teachers, principals, and exceptional children directors in two North Carolina school districts were conducted to gather perception data on the impact North Carolina Extend2 Alternate Assessments and standards-based IEPs had on classroom instruction and student achievement for students with persistent academic disabilities. Special education teacher observations and archival analysis of standards-based IEPs were used to determine trends and patterns. The participants' perceptions were also explored to determine the adequacy of professional development available to support and prepare them for the development and implementation of alternate assessments and standards-based IEPs. The results of the case study indicated teachers viewed standards-based IEPs as a driving force for classroom instruction, teachers had higher expectations for students with persistent academic disabilities, teachers believed it was a shared responsibility of both the regular and special education teacher to teach students in the target population, and teachers viewed that most of the professional development was adequate. Teachers were using standards-based IEPs to determine and understand the students' present level of performance in order to adjust and plan for classroom instruction. Philosophical beliefs resulted in cultural changes that were experienced by teachers and principals who collaborated to teach students with persistent academic disabilities in inclusive or mainstreamed classroom settings. The professional development specific to IEP compliance, Sheltered Instructional Observation Protocol and Reading Foundations were viewed as valuable training support for teachers as they prepared the teaching and learning opportunities of students with persistent academic disabilities. Although the majority of the professional development was adequate, the special education teachers acknowledged the need for more curriculum-based professional development to increase their content knowledge.