Learners with Significant Disabilities

Ford, Alison; Davern, Linda; Schnorr, Roberta F.

doi:10.1177/074193250102200405

Cited by 42 publications

(8 citation statements)

References 2 publications

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“…Advocates of students in special education may challenge the lack of individualization inherent in on-demand performance assess-ments consisting of a predetermined set of items, but tests are never intended to represent the entirety of what students know and can do. Rather, these tests are designed to provide summary information from which one can infer other skills (Ford, Davern, & Schnorr, 2001). Performance-based alternate assessments can provide diagnostic information about individuals while still maintaining consistency across tasks and in the type of data they provide.…”

Section: Implications For Policy and Practicementioning

confidence: 99%

Exploring the Validity of the Oregon Extended Writing Assessment

2006

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Research into the technical adequacy of statewide alternate assessments is limited. In this study, the authors analyzed 2 years of data from one state's alternate assessment in written language in an attempt to validate current test score interpretations. More than 1,000 students were included in each year. Findings support the test's technical adequacy on two major dimensions: (a) strong convergent and discriminant evidence for tasks on the assessment and (b) evidence that a collection of writing subtasks contribute unique information to the assessment of writing among students in special education. Implications include the use of the data (a) on subtasks to inform instruction in written language and (b) for accountability purposes.

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Section: Implications For Policy and Practicementioning

confidence: 99%

Exploring the Validity of the Oregon Extended Writing Assessment

2006

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“…Just as we have emphasized that sound transition practices are the basis for effective secondary schooling, so, too, do authentic learning practices guide curriculum development and instruction. Students become engaged in learning when education is explicitly purposeful and offers relevance to life beyond the classroom (Benz et al, 2000;Bouck, 2004;Bradford, 2005;Conley, 2002;Clark, Field, Patton, Brolin, & Sitlington, 1994;Cronin & Patton, 1993;Ford, Davern, & Schnorr, 2001;Glatthorn & Craft-Tripp, 2000;Hanley-Maxwell et al, 1999;Kohler & Field, 2003;Lawrence-Brown, 2004;Patton, Cronin, & Wood, 1999;Patton & Trainor, 2002;Stodden et al, 2003).…”

Section: The Promise Of Authentic Learning Practicesmentioning

confidence: 99%

Strategies for Aligning Standards-Based Education and Transition

Bassett¹,

Kochhar-Bryant²

2017

Exceptional

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Over the past 20 years, major transformations have occurred in educational, social, political, and economic areas that coqtinue to have an impact on the education and development of youth with disabilities and the institutions that support them. Approximately half of all students with disabilities in 2003-04 spent 80% or more of their day in a general education classroom with their nondisabled peers (National Center for Education Statistics, 2004), and antidiscrimination laws have improved access to postsecondary education and employment in a variety of occupations. The national investment is increasing to assist all individuals to access education and employment-preparation programs and foster social and economic independence. Interest in career development and transid.on is higher than it has ever been in the past, in the United States as well as other nations (Gordon, 1999). Successful transition from secondary education is becoming recognized as a chief indicator of the effectiveness of our educational system for preparing youth and young adults for employment, postsecondary education, military service, and adult independence. Preparation for transition from school to adult life involves changes in the individual's self-concept, motivation, and development and is a fragile passage for the adolescent seeking to make difficult life choices (German, Martin, Marshall, & Sale, 2000). This passage is even more delicate for youth with disabilities who need additional support and preparation to make the journey. For professionals seeking to help students on this journey, the process involves forming linkages among education and other human service agencies, including employment and training, adult services, and rehabilitation. The concept of high school transition and preparation for careers has been emerging since the 1950s. Educators and policy makers have come to recognize the role of careervocational development in adolescent development and the importance of providing graduation pathways for youth with different postschool goals. Researchers have explored the range of interventions believed to be associated positively with improved graduation rates

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“…For example, students who are isolated in segregated classrooms and receiving less than 30 minutes a day of instructional time may be victims of an institutional presumption that it is unavoidable, and therefore acceptable, to limit the recognizable literacy opportunities of individuals with SSPI (Ford, Davern, & Schnorr, 2001;Kliewer, 1999;Koppenhaver & Yoder, 1993;Willard-Holt, 1998).…”

Section: Practice Barriersmentioning

confidence: 99%

“…Research strongly suggests that focussing on therapy rather than academics is not conducive to the development of cognitive and literary skills (Ford et al, 2001;Koppenhaver & Yoder, 1993;Mike, 1995;Willard-Holt, 1998). The answer appears to be in the transdisciplinary team approach, whereby service providers become experts in areas other than their discipline (Beukelman & Mirenda, 1998).…”

Section: Practice Barriersmentioning

confidence: 99%

Students With Severe Speech and Physical Impairments

Zascavage

Keefe²

2004

Focus Autism Other Dev Disabl

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This qualitative study examined obstacles to literacy for individuals with severe speech and physical impairments (SSPI). Using a constant comparison approach, the authors addressed attitudinal and opportunity barriers to literacy education from the perspective of parents, teachers, university faculty, and administrators involved in literacy education of students with SSPI. Major themes emerged within the categories of knowledge, policy, practice, and attitude relating to funding issues, segregation of students with SSPI, use of a life skills curriculum, lack of certification preparation and training in methods and assistive technology, and attitudes that embraced stigmatization and lowered expectations.

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Learners with Significant Disabilities

Cited by 42 publications

References 2 publications

Exploring the Validity of the Oregon Extended Writing Assessment

Exploring the Validity of the Oregon Extended Writing Assessment

Strategies for Aligning Standards-Based Education and Transition

Students With Severe Speech and Physical Impairments

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