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ERIC Number: ED509386
Record Type: Non-Journal
Publication Date: 2010-Apr
Pages: 171
Abstractor: ERIC
Reference Count: 42
ISBN: N/A
ISSN: N/A
Teacher Perspectives of School-Level Implementation of Alternate Assessments for Students with Significant Cognitive Disabilities. A Report from the National Study on Alternate Assessments. NCSER 2010-3007
Cameto, Renee; Bergland, Frances; Knokey, Anne-Marie; Nagle, Katherine M.; Sanford, Christopher; Kalb, Sara C.; Blackorby, Jose; Sinclair, Beth; Riley, Derek L.; Ortega, Moreica
National Center for Special Education Research
The report is organized to provide information on the school-level implementation of alternate assessments for students with significant cognitive disabilities. Following the Introduction in Chapter 1, Chapter 2 describes the study design and methods, including the development of the teacher survey and data collection procedures and analyses. Chapter 3 describes background information for teacher respondents, the students they teach, and the classrooms in which they work. Chapter 4 describes teachers' potential instructional influences, their understanding of the alternate assessment system, and their expectations and beliefs related to students with significant cognitive disabilities. Chapter 5 describes the teachers' professional capacity and the availability and use of resources. Chapter 6 describes students' opportunity to learn academic content. Chapter 7 highlights key study findings. National Study on Alternate Assessments Teacher Survey is appended. (Contains 1 table, 60 figures, and 10 footnotes.)
National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site: http://ies.ed.gov/ncser/
Publication Type: Numerical/Quantitative Data; Reports - Evaluative; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Center for Special Education Research (ED)
IES Funded: Yes