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ERIC Number: EJ842571
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0040-0599
Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities
Parrish, Polly R.; Stodden, Robert A.
TEACHING Exceptional Children, v41 n4 p46-56 Mar-Apr 2009
This article presents a classroom teacher's perspective on one of the important requirements of the No Child Left Behind Act of 2001 (NCLB) legislation and aligned language found in the Individuals With Disabilities Education Improvement Act (IDEA 2004)--that of aligning assessment and instructional practices with state academic content standard areas for special educators teaching students with significant disabilities. This movement has been propelled by the reauthorization of the Elementary and Secondary Education Act, renamed NCLB, and the reauthorization of IDEA 2004. Although a goal of NCLB is to improve academic outcomes for all students, IDEA 2004 focuses upon meeting this goal by improving access to the general education curriculum for students with disabilities. Both NCLB and IDEA 2004 put forward the belief that students' outputs and students' level of achievement are connected to the level of expectations teachers set (McLaughlin, Shepard, & O'Day, 1995.) (Contains 4 tables and 6 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001