Although models have been proposed to guide the important work of school teams as they implement the assistive technology consideration process, little understanding exists as to how these models relate to recommended practices for educational assessment. This article proposes a comparison between educational assessment practices and four selected models of the assistive technology consideration process that are documented in the literature. The strengths and limitations of the assistive technology consideration models are discussed and recommendations for future research and practices are presented.

This study examined perspectives of field experiences among preservice teachers and their cooperating teachers because of debate in the politically charged atmosphere of No Child Left Behind regarding teacher preparation programs. Nine pairs of preservice and cooperating teachers were observed and interviewed over the course of a semester to determine the effect of these experiences on the future educators. Interviews, observations, and documents were open coded and analyzed to determine themes. Results indicated that relationships between the pairs, based on communication and trust, were paramount to preservice teachers' development. Both preservice teachers and cooperating teachers indicated specific roles that each must engage in to maximize growth. Implications for teacher preparation programs include training of the preservice teachers, cooperating teachers, and university support staff prior to initiation of field experiences.

A statewide survey was completed by 234 special education teachers with experience in developing assessment portfolios within the Illinois Alternate Assessment (IAA) system. Relationships between these teachers' demographics and their perspectives, concerns, and self-reported practices related to the IAA system was identified and described. These Illinois teachers expressed less positive perspectives about their practices related to the IAA system than teachers in previous studies. Overall, they noted few benefits of the IAA system for teachers and students. Implications of these results and recommendations for educational practice and future research are discussed.

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