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ERIC Number: ED431260
Record Type: Non-Journal
Publication Date: 1998-Jul
Pages: 13
Abstractor: N/A
Reference Count: N/A
What Principles Are Driving Development of State Alternate Assessments?
Olsen, Ken
This paper discusses the new Individuals with Disabilities Education Act 1997 amendments that require states to develop guidelines for the participation of children with disabilities in alternate assessments who cannot participate in state and district-wide assessment programs. It describes and analyzes the efforts of 7 early starting states to define what they variously call assumptions, premises, rationale, beliefs, values, principles, parameters, or philosophies for alternate assessment. The foundations for the Kentucky, Maryland, and Michigan approaches are described first, because their work has influenced later work to a great extent. Next, foundation statements are included from Colorado, North Carolina, Tennessee, and West Virginia. The paper concludes by summarizing the effects that different orientations might have on alternate assessments. Results of the review indicate that Kentucky is the only state that fully includes all students within its statewide educational assessment and accountability system, and that state foundation statements are directing state efforts in the area of alternate assessment. The review also found that each assessment approach has its foundation in different philosophies that form the basis for the development of the alternate assessment. (Contains 10 references.) (CR)
Alternative formats: Mid-South Regional Resource Center, Interdisciplinary Human Development Institute, 126 Mineral Industries Building, University of Kentucky, Lexington, KY 40506-0051; Tel: 606-257-4921; Fax: 606-257-4353; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Mid-South Regional Resource Center, Lexington, KY.
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Amendments 1997