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ERIC Number: ED419324
Record Type: RIE
Publication Date: 1998
Pages: 229
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
All Kids Count: Including Students with Disabilities in Statewide Assessment Programs.
Landau, Julia K.; Vohs, Janet R.; Romano, Carolyn A.
This guide is designed to provide basic guidelines and points of reference for participation in discussions on policies and practices related to the inclusion of students with disabilities in large-scale assessment programs. The results of a survey of statewide assessment programs are discussed, including findings that very few states currently have policies which provide for full participation of students with disabilities. State profiles provide a snapshot of each state's policies and current practices in assessment, including exemption of students with disabilities, available accommodations, and reporting of scores of students with disabilities. Following the state profiles, key policy and implementation issues are highlighted for students with disabilities, along with suggested strategies for improving state policy and program development related to assessment. Examples of accommodations from state assessment policies that may be useful in developing a student's Individualized Education Program or in designing state polices are also provided. An information brief provides an overview of the role of assessment in educational reform and highlights issues related to the inclusion of students with disabilities in large-scale assessment. A glossary of assessment terminology and contact information for state departments of education and parent centers on disability are included. (CR)
PEER Project, Federation for Children with Special Needs, 95 Berkeley Street, Suite 104, Boston, MA 02116; telephone: 617-482-2915; fax: 617-695-2939; e-mail: peer@fcsn.org; World Wide Web: http://www.fcsn.org/peer
Publication Type: Guides - Non-Classroom; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Federation for Children with Special Needs, Boston, MA.