Assessment of Progress in the General Curriculum for Students With Disabilities

Dados Bibliográficos

ID4255255
AutoresDiane M Browder (University of North Carolina at Charlotte), Shawnee Wakeman (0000-0002-3252-3506), Claudia P Flowers, Claudia Flowers (0000-0001-8968-3888)
Ano2006
Volume45
Fascículo3
Páginas249-259
Data de publicação2006-07-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoTheory Into Practice (JOURNAL)
Identificadores do periódicoISSN: 0040-5841 • E-ISSN: 1527-2532
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15430421tip4503_7
OpenAlexW2072937647
IdiomaEN
Citações recebidas3
Referências citadas9

Legislative initiatives and federal regulations require states to provide students with disabilities access to the general curriculum and to include all students in state assessment systems. Assessing the progress in the general curriculum for students with disabilities challenges states to determine how academic standards apply to all students and to create universally designed assessments. Decisions regarding the use of accommodations, alternate assessments, and out-of-level testing continue to be discussed and debated. Implications for research include the continued development and use of universally designed assessments and instruction, the alignment of alternate assessments to state standards, an increase in the scope of progress monitoring to include students with significant disabilities, and the promotion of state standard attainment by students through effective teacher practices

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