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ERIC Number: EJ705450
Record Type: Journal
Publication Date: 2004-Mar-22
Pages: 10
Abstractor: ERIC
Reference Count: 21
ISSN: ISSN-0731-9487
State and District-Wide Assessments and Students with Learning Disabilities: A Guide for States and School Districts
Gartland, Debi; Strosnider, Debi
Learning Disability Quarterly, v27 n2 p67 Spr 2004
The National Joint Committee on Learning Disabilities (NJCLD) is a national committee representing 11 organizations concerned about individuals with learning disabilities. Approximately 350,000 individuals constitute the membership of the organizations represented by NJCLD. The NJCLD considers and discusses contemporary issues in learning disabilities and develops and disseminates reports and statements related to these issues to influence policy and practice. This article concludes the NJCLD strongly believes that the use of assessment accommodations and modifications must be provided to ensure that students with learning disabilities have an equal opportunity to demonstrate what they know. The fact that students with learning disabilities use an accommodation or modification during general instruction or assessment, however, does not automatically mean that they need to use it during state and district-wide assessments. These decisions must be made for each student, taking into consideration the ramifications of such decisions. Schools must be accountable for not only the development of literacy skills, learning strategies, and social skills, but also the academic outcomes of students with learning disabilities. State and district-wide assessments are an important part of demonstrating this accountability. Students with learning disabilities must have access and participate in these assessments. Additionally, the administration of high-stakes tests with appropriated accommodations and modifications will enhance student outcomes, reduce dropout rates, and lead to graduation with proficiency. Inclusive assessment population; precisely defined constructs; accessible, non-biased items; amenable to accommodations; simple, clear, and intuitive instructions and procedures; maximum readability and comprehensibility; and maximum legibility are some of the topics discussed in this article. Appended are: (1) Elements of Universally Designed Assessments From Universally Designed Assessments: Better Tests for Everyone!; and (2) Examples of Accommodations and Modifications Timing/Scheduling Presentation.
The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Administrators; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Equal Access; Individuals with Disabilities Education Act; No Child Left Behind Act 2001; Rehabilitation Act 1973