Including English Learners with Disabilities in Statewide Testing: Touchstones for School Administrators

Autor/inn/en	Minnema, Jane; Elliott, Judy; Barboza, Jane; Thurlow, Martha; VanGetson, Gretchen
Titel	Including English Learners with Disabilities in Statewide Testing: Touchstones for School Administrators
Quelle	In: Journal of Special Education Leadership, 19 (2006) 1, S.19-26 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Federal Legislation; School Districts; Limited English Speaking; State Programs; Testing Accommodations; Special Needs Students; Institutional Characteristics; Student Characteristics; Accessibility (for Disabled); Parent Attitudes; Student Attitudes; Teacher Attitudes; Interviews; Instructional Leadership + Suchen Sie Ihr Suchwort? Bundesrecht; School district; Schulbezirk; Regierungsprogramm; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Sonderpädagogischer Förderbedarf; Elternverhalten; Schülerverhalten; Lehrerverhalten; Interviewing; Interviewtechnik; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	School districts, like many other societal groups, function as a system--a dynamically complex web of interaction in which each aspect of the district affects all other aspects. School districts have many outside forces to which they must respond, including state and federal mandates. These mandates impose top-down initiatives with little to no input from those directly experiencing the change, thereby almost automatically generating conflict. Although school districts and their staff generally support the theory of action that underlies initiatives like No Child Left Behind (NCLB), it is still difficult to provide instruction based on challenging, grade-level content standards, and, not surprisingly, such top-down initiatives have often encountered resistance at the school district, building, and classroom levels. Resistance comes in the form of educators expressing concern that some students, especially those with disabilities or limited English proficiency, may not be capable of achieving the academic content deemed appropriate for the grades in which they are enrolled in school. They sometimes suggest that these students are not able to fully participate in large-scale assessments designed for their peers. Concerns have been raised for some time about students with disabilities as a subgroup and English Learners (ELs), defined as students with emerging English proficiency, both with and without disabilities, as a subgroup. To portray the complex issues that surround including ELs with disabilities in state assessment programs, the authors gathered information at the district and school levels to obtain a systems perspective. In this article, they describe the characteristics of ELs with disabilities, and the characteristics of their schools, to better understand several contextual issues for school administrators. (ERIC).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10