Improving Local Assessment Practices for Students with Disabilities

Autor/inn/en	Lazarus, Sheryl S.; Brookhart, Susan M.; Ghere, Gail; Liu, Kristin K.
Titel	Improving Local Assessment Practices for Students with Disabilities
Quelle	In: Journal of Special Education Leadership, 35 (2022) 2, S.86-98 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Students with Disabilities; Student Evaluation; Educational Assessment; Formative Evaluation; Evaluation Methods; English Language Learners; Severe Intellectual Disability; Special Education; Administrator Role; Leadership Responsibility; Individualized Instruction; Inclusion; Planning; Educational Objectives; Testing; Testing Accommodations + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualisierender Unterricht; Inklusion; Ablaufplanung; Planungsprozess; Educational objective; Bildungsziel; Erziehungsziel; Testdurchführung; Testen; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	The purpose of this article is to provide an overview of how students with disabilities, including students with significant cognitive disabilities and English learners with disabilities, can be included in local assessments used for instructional and programmatic decision making--that is, for formative purposes. This article focuses on formative assessment practices, including pre-assessment to plan instruction and interim assessments for students with disabilities. (ERIC).
Anmerkungen	Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01