Literaturnachweis - Detailanzeige
| Autor/in | DeLuca, Christopher |
|---|---|
| Titel | Issues in Including Students with Disabilities in Large-Scale Assessment Programs |
| Quelle | In: Exceptionality Education International, 18 (2008) 2, S.38-50 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1918-5227 |
| Schlagwörter | Foreign Countries; Inclusive Schools; Disabilities; Measurement; Special Education; Academic Discourse; Criticism; Measures (Individuals); Program Effectiveness; Psychometrics; Test Validity; Academic Accommodations (Disabilities); Alignment (Education); Canada; North America; United States |
| Abstract | Large-scale assessment programs are becoming increasingly common throughout Canada and the United States. Given the emphasis on inclusive education in North America, special education students are largely expected to participate in these programs. However, several challenges exist for educators, policymakers, and psychometricians with respect to including students with disabilities in large-scale assessments. This article is a critical interpretive review of the academic literature in this area intended to identify and examine issues pertinent to inclusive practice. In particular, attention is given to consequences (both positive and negative) of including students with disabilities in large-scale assessments, validity of assessment results, provisions for accommodations, and research limitations. Areas for continued research are also considered. (As Provided). |
| Anmerkungen | Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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