Peer reviewed
Direct linkERIC Number: EJ793344
Record Type: Journal
Publication Date: 2007
Pages: 10
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1534-5084
EISSN: N/A
Impact of Alternate Assessment on Curricula for Students with Severe Disabilities: Purpose Driven or Process Driven?
Lowrey, K. Alisa; Drasgow, Erik; Renzaglia, Adelle; Chezan, Laura
Assessment for Effective Intervention, v32 n4 p244-253 2007
In this article, the authors highlight the impact of alternate assessment on curriculum content for students with severe disabilities. Alternate assessment is a requirement of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and the No Child Left Behind Act (NCLB) of 2001 to ensure that students with the most significant disabilities are included in system accountability measures (Thompson, Lazarus, Clapper, & Thurlow, 2006). The authors review and analyze the purpose and processes of alternate assessment.
Descriptors: Federal Legislation, Alternative Assessment, Disabilities, Accountability, Special Needs Students, Severity (of Disability), Student Evaluation, Evaluation Methods
PRO-ED, Inc. Available from: SAGE Publications. 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 - Evaluative
Education Level: N/A
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
Grant or Contract Numbers: N/A
