Standards-Based Reform and Students with Disabilities

Quenemoen, Rachel F.; Thurlow, Martha L.

doi:10.4324/9780203837306.ch11

Cited by 10 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The principles are also intended to maximize the validity of instructional decisions that are made based on assessment data. They are consistent with best practices recommended by the Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA], & National Council for Measurement in Education [NCME], 2014), A Principled Approach to Accountability Assessments for Students With Disabilities (Thurlow et al, 2008), and the Accessibility Principles for Reading Assessments (Thurlow, Laitusis et al, 2009).…”

Section: Resultssupporting

confidence: 67%

“…A major consideration for developing written reports is whether the readers can easily locate and extract desired information (Thurlow et al, 2008). Numerical information should be clearly presented, without the use of assessment and statistics terms such as “standard error” or “normal curve equivalent,” accompanied by text that describes the data and by visual representations of the data (Goodman & Hambleton, 2004).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Large-Scale Assessment and English Language Learners With Disabilities

et al. 2015

Self Cite

View full text Add to dashboard Cite

This article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities make up roughly 9% of the rapidly increasing ELL population nationwide. In spite of the small overall percentage of students that they represent, this group experiences significant learning and assessment challenges. In the context of successfully educating all students to high standards, it is important for state education agencies, policymakers, and local education agencies to improve achievement outcomes for these students. One of the first steps in improving test performance is to design and implement comprehensive and accessible assessment policies, and consequently assessments, that address the specific needs of ELLs with disabilities. Doing so will give them the chance to demonstrate the knowledge and skills they have, thus allowing the test results to more accurately show areas for school improvement.

show abstract

Section: Resultssupporting

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Large-Scale Assessment and English Language Learners With Disabilities

et al. 2015

Self Cite

View full text Add to dashboard Cite

show abstract

“…The process the teachers wish to follow for selecting and updating accommodations in the classroom also varies from the process typically used in assessment. For assessments, accommodations are typically selected from lists of approved options provided by test regulators (Thurlow & Quenemoen, 2011). The teachers wish to modify, eliminate, and introduce classroom accommodations across the course of the school year.…”

Section: Discussionmentioning

confidence: 99%

An Accommodations Model for the Secondary Inclusive Classroom

Scanlon

Baker

2012

Learning Disability Quarterly

View full text Add to dashboard Cite

Despite expectations for accommodations in inclusive classrooms, little guidance for effective practice is available. Most accommodations policies and evidence-based practices address assessments. High school regular and special educators collaborated in focus groups to articulate a model based on their practices and perceptions of best practice. The model addresses classroom accommodations identification, provision, and evaluation. The model is particularly appropriate for cotaught classrooms with high enrollments of students with high incidence disabilities.

show abstract

“…Promising data are available from the National Center on Educational Outcomes (e.g., Thurlow, Quenemoen, Altman, & Cuthbert, 2008) indicating that a growing number of students with disabilities score at the proficient or above levels on state assessments in elementary, middle, and secondary reading. These state data, however, still show persistent achievement gaps between students with disabilities and their school peers (M.…”

Section: The Impact Of Licensure Policy On Prominent Issues In Teachementioning

confidence: 99%

The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation

Blanton

Boveda

Munoz

et al. 2016

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

Initial licensure polices in special education were examined to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education. As the field grapples with how best to prepare both general and special education teachers who can teach to high standards for students with disabilities, the influence of these options is examined in relation to four contemporary issues facing special education and the trade-offs that accrue when a particular licensure option is adopted.

show abstract

Standards-Based Reform and Students with Disabilities

Cited by 10 publications

References 0 publications

Large-Scale Assessment and English Language Learners With Disabilities

Large-Scale Assessment and English Language Learners With Disabilities

An Accommodations Model for the Secondary Inclusive Classroom

The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation

Contact Info

Product

Resources

About