Impact of Alternate Assessment on Curricula for Students with Severe Disabilities: Purpose Driven or Process Driven?

Autor/inn/en	Lowrey, K. Alisa; Drasgow, Erik; Renzaglia, Adelle; Chezan, Laura
Titel	Impact of Alternate Assessment on Curricula for Students with Severe Disabilities: Purpose Driven or Process Driven?
Quelle	In: Assessment for Effective Intervention, 32 (2007) 4, S.244-253 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084070320040601
Schlagwörter	Federal Legislation; Alternative Assessment; Disabilities; Accountability; Special Needs Students; Severity (of Disability); Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Bundesrecht; Handicap; Behinderung; Verantwortung; Sonderpädagogischer Förderbedarf; Schweregrad; Schulnote; Studentische Bewertung
Abstract	In this article, the authors highlight the impact of alternate assessment on curriculum content for students with severe disabilities. Alternate assessment is a requirement of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and the No Child Left Behind Act (NCLB) of 2001 to ensure that students with the most significant disabilities are included in system accountability measures (Thompson, Lazarus, Clapper, & Thurlow, 2006). The authors review and analyze the purpose and processes of alternate assessment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10