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ERIC Number: ED372560
Record Type: RIE
Publication Date: 1994-May
Pages: 5
Abstractor: N/A
Guidelines for Inclusion of Students with Disabilities in Large-Scale Assessments.
Ysseldyke, James E.; Thurlow, Martha
NCEO Policy Directions, n1 May 1994
Students with disabilities have been excluded to an unreasonable extent from large-scale assessment programs at the national, state, and local levels. One implication of this exclusion practice is that students who are left out of assessments tend not to be considered during reform efforts. Another implication is that estimates of performance are not comparable among states because of differential participation rates. Many factors underlie the exclusion of students with disabilities from large-scale assessments, including: (1) the use of vague guidelines, (2) the differential implementation of guidelines, (3) failure to monitor the assessment, (4) sampling plans that systematically exclude students, (5) unwillingness to make accommodations in assessment procedures and materials, and (6) an altruistic motivation to lessen the emotional distress of students not expected to perform well. Recommendations are proposed for large-scale assessment programs to include students with disabilities, to make accommodations and adaptations, and to monitor how well the intent of the guidelines is followed. (JDD)
Publications Office, National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($3).
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Audience: Policymakers; Researchers
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Saint Cloud State Univ., MN.; National Center on Educational Outcomes, Minneapolis, MN.; National Association of State Directors of Special Education, Alexandria, VA.
Grant or Contract Numbers: N/A