ERIC Number: ED482929
Record Type: RIE
Publication Date: 2003-Sep
Training District and State Personnel on Accommodations: A Study of State Practices, Challenges, and Resources.
Langley, Jennifer; Olsen, Ken
The Federal No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) both emphasize the need for students with disabilities to have appropriate instructional and statewide assessment accommodations to ensure access to the general curriculum and to be included in school, district, and state accountabilities systems. However, initial research indicates that teams making decisions about instructional and statewide assessment accommodations and teachers implementing these accommodations are ill prepared to do so. In the 2002-2003 school year, a study group of the special education State Collaborative on Assessment and Student Standards (SCASS) undertook a two-part research effort to address this issue. They surveyed 22 former and current members of the SCASS regarding the extent and focus of state level training and gathered and analyzed accommodations training resources. The results reflect a paucity of in-depth state staff development to help local school personnel and parents understand the need for and implications of instructional and statewide assessment accommodations. States reported more training in accommodations fro statewide assessment than for instruction. However, a number of promising resources were identified and indexed for SCASS adaptation and use. Recommendations are provided for the states regarding: (1) how they might approach accommodations training for both instruction and statewide assessment; (2) the potential content of the instruction; and (3) resources that might be adopted or adapted for these purposes. Appendixes contain the survey and information about the responses. (Contains 10 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.; Mid-South Regional Resource Center, Lexington, KY.
Authoring Institution: Council of Chief State School Officers, Washington, DC.
Note: Produced by the Assessing Special Education Students project of the State Collaborative on Assessment and Student Standards.