State Special Education Outcomes, 2003: Marching On

Autor/inn/en	Thompson, Sandra; Thurlow, Martha
Institution	National Center on Educational Outcomes; Council of Chief State School Officers; National Association of State Directors of Special Education (NASDSE)
Titel	State Special Education Outcomes, 2003: Marching On
Quelle	(2004), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Objectives; Outcomes of Education; Disabilities; Educational Change; Accountability; Special Education; State Surveys; Educational Assessment; Educational Indicators; Accessibility (for Disabled); Administrator Attitudes; State Officials; Student Participation; Academic Achievement; Academic Accommodations (Disabilities); Alternative Assessment; Educational Practices; Performance Factors; Technical Assistance + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Handicap; Behinderung; Bildungsreform; Verantwortung; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Accessibility; Zugänglichkeit; Member of the government; Regierungsmitglied; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Bildungspraxis; Leistungsindikator; Technische Hilfe
Abstract	This report summarizes the ninth survey of state directors of special education by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results include all 50 states and 9 of the 11 federally funded entities (unique states). The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states document the academic achievement of students with disabilities. Most state directors reported that more students with disabilities are accessing state/district academic content standards with increased academic expectations, and more students with disabilities are participating in statewide assessments and included in accountability systems. The majority of directors also reported improved performance by students with disabilities on state assessments. In addition, nearly all state directors reported increased participation of special educators in training on standards and assessment, and nearly three quarters reported increased networking between general and special educators. Among the major findings of the 2003 survey are the following: states identify more positive than negative consequences of the participation of students with disabilities in standards, assessments, and accountability; most regular states are studying trends in the achievement of students with disabilities, and some states are studying the results of assessments by item; more than three-quarters of regular and unique states collect data on accommodations used on state assessments; three-quarters of the states have one alternate assessment option that addresses the needs of students with significant cognitive disabilities; and other states have several alternate assessment options to address the perceived needs of a range of students in addition to those with significant cognitive disabilities. (Contains 20 figures and 14 tables.) (As Provided).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10