Sage Journals: Discover world-class research

Abstract

As the context of special education has changed in the last quarter century, the role and work of the IEP team also has evolved. Today, the general education curriculum is central to the educational programs of all students. The expectation that is clearly communicated in federal policies and regulations, such as the No Child Left Behind Act and the Individuals with Disabilities Education Act of 1997, is that all students will make meaningful, substantial progress in the general education curriculum. The IEP is no longer a substitute for the general education curriculum, but a tool for implementing it. As a result, IEP teams must understand the nature of the general education curriculum and employ effective decision-making strategies in selecting appropriate accommodations and modifications that will enable students with disabilities to make progress in it. Assessment for IEP planning must be aimed at providing information about the curricular and instructional supports that are needed for access to the curriculum. Classroom assessment strategies can help IEP teams collect this information and determine whether students are making adequate progress.

Get full access to this article

View all access options for this article.

References

Browder, D. , Flowers, C. , Ahlgrim-Delzell, L. , Karvonen, F.S. , & Algozzine, R. (2004). The alignment of alternate assessment content with academic and functional curricula. The Journal of Special Education, 37, 211-233.

Cawley, J. , Parmar, R. , Foley, T. , Salmon, S. , & Roy, S. (2001). Arithmetic performance for students: Implications for standards and programming. Exceptional Children, 67, 311-328.

Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative . Exceptional Children, 52, 219-232.

Deno, S.L. (2003). Developments in curriculum-based measurement. The Journal of Exceptional Children, 37, 184-192.

Elliott, J.L. , & Thurlow, M. (2000). Improving test performance of students with disabilities . Thousand Oaks, CA: Corwin Press .

Elliott, J.L. , Thurlow, M. , & Ysseldyke, J. (1996). Assessment guidelines that maximize participation of students with disabilities in large-scale assessments: Characteristics and conditions (Synthesis Report No. 25). Minneapolis: University of Minnesota, National Center on Educational Outcomes .

Elliott, S.N. , & Marquart, A.M. (2004). Extended time as a testing accommodation: Its effects and perceived consequences. Exceptional Children, 70, 349-367.

Goldhaber, D. , Perry, D. , & Anthony, E. (2004). National board certification: Who applies and what factors are associated with success? Working Paper. Seattle: University of Washington, The Urban Institute, Education Policy Center.

Hamiss, M.K. , Stein, M. , & Camine, D. (2002). Promoting mathematics achievement. In S. Shinn , H. Walker , & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches , (pp. 571-588). Bethesda, MD: National Association of School Psychologists .

10.

Interstate New Teacher Assessment and Support Consortium. (1992). Model standards for beginning teacher licensing, assessment, and development: A resource for state dialogue. Washington, DC: Council of Chief State School Officers .

11.

Kame'enui, E.J. , Carnine, D. , Dixon, R.C. , Simmons, D.C. , & Coyne, M.D. (2002). Effective strategies that accommodate diverse learners. Upper Saddle River, NJ: Merrill/Prentice Hall.

12.

National Board for Professional Teaching Standards. (2002). What teachers should know and be able to do. Arlington, VA: Author.

13.

National Council of Teachers of Mathematics. ( 2000). Principles and standards for school mathematics. Reston, VA: Author.

14.

Nolet, V.W. , & McLaughlin, M.M. (2001). Access to the general curriculum: Including students with disabilities in standards-based reform . Thousand Oaks, CA: Corwin Press .

15.

Thorndike, R.M. (1997). Measurement and evaluation in psychology and education (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall

Collecting and Using Assessment Data for Ensuring Access to the General Education Curriculum

Abstract

Get full access to this article

References