High-stakes Testing and Implications for Students with Visual Impairments and Other Disabilities

Assistance to States for the Education of Children with Disabilities, 64 C.F.R. 12418 §300.7(C) (7) (1999).

Bennett R. E. , Rock D. A. , & Kaplan B. A. (1987). SAT differential item performance for nine handicapped groups. Journal of Educational Measurement, 24(1), 44–55.

Brambring M. , & Troster H. (1994). The assessment of cognitive development in blind infants and preschoolers. Journal of Visual Impairment & Blindness, 88, 9–18.

Dimcovic N. , & Tobin M. J. (1995). The use of language in simple classification tasks by children who are blind. Journal of Visual Impairment & Blindness, 89, 448–459.

Individuals with Disabilities Education Improvement Act of 2004, P.L. 108–446, 118 Stat. 2648 (December 3, 2004).

Kirchner C. , & Diament S. (1999). Estimates of the number of visually impaired students, their teachers, and orientation and mobility specialists: Part I. Journal of Visual Impairment & Blindness, 93, 600–606.

National Center on Low-Incidence Disabilities (2004). Statewide assessment results for students with low-incidence disabilities [research results]. Retrieved April 10, 2005, from http://nclid.unco.edu/outcomes

Thompson S. , & Thurlow M. T. (2003). 2003 state special education outcomes: Marching on. Minneapolis: National Center on Educational Outcomes, University of Minnesota. Retrieved January 2, 2005, from http://education.umn.edu/NCEO/OnlinePubs/2003StateReport.htm

Thurlow M. L. , McGrew K. S. , Tindal G. , Thompson S. L. , Ysseldyke J. E. , & Elliott J. L. (2000). Assessment accommodations research: Considerations for design and analysis (Technical report 26). Minneapolis: National Center on Educational Outcomes, University of Minnesota.

U.S. Department of Education, Office of Elementary and Secondary Education. (2002). No child left behind: A desktop reference. Washington, DC: Author.

U.S. Department of Education, Office of Special Education Programs. (2005). Twenty-fifth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.

Wolf-Schein E. G. (1998). Considerations in the assessment of children with severe disabilities including deaf-blindness and autism. International Journal of Disability, Development and Education, 45(1), 35–55.

Wyver S. R. , & Markham R. (1999). Visual items in tests of intelligence for children. Journal of Visual Impairment & Blindness, 93, 663–665.

Ysseldyke J. , Nelson J. R. , Christenson S. , Johnson D. R. , Dennison A. , Triezenberg H. , Sharpe M. , & Hawes M. (2004). What we know and need to know about the consequences of high-stakes testing for students with disabilities. Exceptional Children, 71(1), 75–95.