How Students Access Accommodations in Assessment and Instruction: Results of a Survey of Special Education Teachers. EPRRI Issue Brief Seven

Autor/inn/en	Lazarus, Sheryl S.; Thompson, Sandra J.; Thurlow, Martha L.
Institution	Educational Policy Reform Research Institute (EPRRI)
Titel	How Students Access Accommodations in Assessment and Instruction: Results of a Survey of Special Education Teachers. EPRRI Issue Brief Seven
Quelle	(2006), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Federal Legislation; Special Education Teachers; Accountability; Academic Accommodations (Disabilities); Testing Accommodations; Teacher Attitudes; Educational Practices; Accessibility (for Disabled); Educational Assessment; Educational Indicators; Mail Surveys; Decision Making; Educational Policy; California; Maryland; New York; Texas + Suchen Sie Ihr Suchwort? Bundesrecht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Verantwortung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Lehrerverhalten; Bildungspraxis; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Erhebungsinstrument; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Kalifornien
Abstract	Historically many students with disabilities did not participate in accountability systems. The No Child Left Behind Act of 2001 (NCLB) requires that students in all targeted subgroups, including students with disabilities, have the opportunity to learn challenging material that is linked to content standards and to participate in statewide assessments. Some students with disabilities need to use accommodations to meaningfully access instruction and assessment, but little is known about how teachers choose and use accommodations for students with disabilities. This Issue Brief reports the results of a survey of 798 special education teachers in six school districts in four states about the use of student accommodations. The survey was conducted to provide researchers and policymakers with a better understanding of: (1) Which factors influence IEP team decisions about how accommodations are used for instruction and assessment; (2) Which accommodations are most commonly used in instruction and assessment; and (3) The processes used to ensure that assessment accommodations are provided on test day. (Contains 11 tables.) (ERIC).
Anmerkungen	Educational Policy Reform Research Institute. 1308 Benjamin Building, University of Maryland, College Park, MD 20742. Tel: 301-405-6509; Fax: 301-314-9158; Web site: http://www.education.umd.edu/EDSP/eprri/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10