ERIC Number: EJ804076
Record Type: Journal
Publication Date: 2006-Apr
Abstractor: As Provided
Reference Count: 14
Universally Designed Assessments for ELLs with Disabilities: What We've Learned So Far
Johnstone, Christopher J.; Anderson, Michael E.; Thompson, Sandra J.
Journal of Special Education Leadership, v19 n1 p27-33 Apr 2006
English language learners (ELLs) with disabilities are an emerging population in the U.S. and therefore command special attention in assessment systems. Research has demonstrated that "universal design of assessment" approaches are effective in helping to make assessments more accessible for ELLs with disabilities. Special education leaders can tap the expertise of teachers and ELLs with disabilities themselves as ways of improving assessment at the classroom and district levels.
Descriptors: Disabilities, English (Second Language), Educational Change, Academic Accommodations (Disabilities), Testing Accommodations, Research Projects, Formative Evaluation, Special Needs Students, Special Programs, Special Education, Instructional Leadership, Meta Analysis
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001