NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ958607
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1034-912X
Aligning and Inventing Practices to Achieve Inclusive Assessment Policies: A Decade of Work toward Optimal Access for US Students with Disabilities 2001-2011
Weigert, Susan C.
International Journal of Disability, Development and Education, v59 n1 p21-36 2012
The decade following the publication of the No Child Left Behind Act 2001 was an innovative period with respect to inclusive assessment practices for students with disabilities (SWDs). As the United States educational policies under the Obama Administration's Race to the Top initiative re-conceive the inclusion of SWDs in state assessment-based accountability systems, there is hope that the next generation of general assessments will better serve the principle of promoting access to the general education curriculum for SWDs, and will move beyond access to foster their inclusion in post-school college and career options to the maximum extent possible. The present paper traces some important "lessons learned" in the development of inclusive assessments over the past decade for students with disabilities, and makes recommendations for the direction of future assessment research for the incorporation and extension of these innovations. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top