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ERIC Number: EJ1020136
Record Type: Journal
Publication Date: 2013-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0022-4669
Why IEP Teams Assign Low Performers with Mild Disabilities to the Alternate Assessment Based on Alternate Achievement Standards
Cho, Hyun-Jeong; Kingston, Neal
Journal of Special Education, v47 n3 p162-174 Nov 2013
The purpose of this case study was to determine teachers' rationales for assigning students with mild disabilities to alternate assessment based on alternate achievement standards (AA-AAS). In interviews, special educators stated that their primary considerations in making the assignments were low academic performance, student use of extended standard modifications, and the inflexible 1% cap. None of the teachers provided their students with grade-level content or appropriate modifications. Some students were competent in grade-level reading, but were assigned to the 2010 AA-AAS because read-aloud accommodation is not permitted in the reading passages of the general assessment. Findings raised concerns about the susceptibility of eligibility guidelines to lead to subjective decisions. Future research, implications of these findings, and limitations of the study are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001