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ERIC Number: EJ823401
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0022-4669
An Analysis of the Learning Characteristics of Students Taking Alternate Assessments Based on Alternate Achievement Standards
Towles-Reeves, Elizabeth; Kearns, Jacqueline; Kleinert, Harold; Kleinert, Jane
Journal of Special Education, v42 n4 p241-254 2009
This study examined the learner characteristics of students in alternate assessments based on alternate achievement standards in three geographically and demographically different states. On the basis of the results, it can be argued that students in alternate assessments fall into at least two distinct subgroups. The first set of learners have either symbolic or emerging symbolic levels of communication, evidence social engagement, and possess at least some level of functional reading and math skills. The second set of students have not yet acquired formal, symbolic communication systems; may not initiate, maintain, or respond to social interactions consistently; and have no awareness of print, Braille, or numbers. The authors provide implications and considerations of the findings of the "Learner Characteristics Inventory" for states and practitioners in developing alternate assessments based on alternate achievement standards. (Contains 1 figure and 3 tables.)
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