Education laws in the U.S. hold schools accountable for including students with intellectual disability on statewide reading assessments. Students with intellectual disability have been taking general or alternate reading assessments over the past two decades. However, very little attention has been given to the results of these assessments. The purpose of this study was to examine reading outcomes of students with intellectual disability on statewide general and alternate assessments in a Midwestern state in the U.S. We also examined whether students with intellectual disability’s reading outcomes varied across traditional and innovative school types. Results from descriptive analyses showed that a very low percentage of students with intellectual disability performed at the proficient level or above on 5th and 8th grades reading assessments. Also, students with intellectual disability’s reading proficiency levels did not significantly differ across school types. Implications of these results are discussed and recommendations for future research are provided.
AdelsonJLDickinsonERCunninghamBC (2016) A multigrade, multiyear statewide examination of reading achievement: examining variability between districts, schools, and students. Educational Researcher45(4): 258–262.
2.
AfacanK (2018) Examining the impact of early reading achievement, individual, and school characteristics on later outcomes of students with intellectual disability. PhD Thesis, University of Wisconsin-Madison, Madison, USA.
3.
AfacanKWilkersonKLRupparAL (2018) Multicomponent reading intervention for students with intellectual disability. Remedial and Special Education39(4): 229–242.
4.
AgrestiAFinlayB (2009) Statistical methods for the Social Sciences, 4th ed. Harlow, Essex: Pearson Education Limited.
5.
AllorJHMathesPGRobertsJK, et al. (2014) Is scientifically based reading instruction effective for students with below-average IQs?Exceptional Children80(3): 287–306.
6.
BalfanzRHerzogLMac IverDJ (2007) Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: early identification and effective interventions. Educational Psychologist42(4): 223–235.
7.
BrowderDAhlgrim-DelzellLFlowersC, et al. (2012) An evaluation of a multicomponent early literacy program for students with severe developmental disabilities. Remedial and Special Education33(4): 237–246.
8.
BrowderDMKarvonenMDavisS, et al. (2005) The impact of teacher training on state alternate assessment scores. Exceptional Children71(3): 267–282.
9.
BrowderDMXinYP (1998) A meta-analysis and review of sight word research and its implications for teaching functional reading to individuals with moderate and severe disabilities. The Journal of Special Education32(3): 130–153.
10.
BrownLHermansonJKlemmeH, et al. (1970) Using behavior modification principles to teach sight vocabulary. Teaching Exceptional Children2: 120–128.
11.
ChamberlainCWitmerS (2017) Students with intellectual disability: predictors of accountability test participation. Education and Training in Autism and Developmental Disabilities52(1): 38–50.
12.
CihakDFGrimJ (2018) Teaching academic skills to preschool students with intellectual disability. In: GargiuloRMBouckEC (eds) Instructional Strategies for Students with Mild, Moderate, and Severe Intellectual Disability. Thousand Oaks, CA: Sage, pp. 177–202.
13.
Compton-LillyC (2012) Reading Time: The Literate Lives of Urban Secondary Students and Their Families. New York, NY: Teachers College Press.
14.
Compton-LillyC (2017) Reading Students’ Lives: Literacy Learning Across Time. New York, NY: Routledge.
15.
ConnersFA (2003) Reading skills and cognitive abilities of individuals with mental retardation. International Review of Research in Mental Retardation27: 191–229.
16.
CopelandSRKeefeEBde ValenzuelaJS (2014) Literacy and communication. In: AgranMBrownFHughesC, et al. (eds) Equity & Full Participation for Individuals with Severe Disabilities: A Vision for the Future. Baltimore, MD: Paul H. Brookes, pp. 177–195.
17.
De GraafGVan HoveG (2015) Learning to read in regular and special schools: a follow up study of students with Down syndrome. Life Span and Disability18(1): 7–39.
18.
Every Student Succeeds Act (ESSA) (2015) Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016).
19.
GoldsteinJBehuniakP (2012) Can assessment drive instruction? Understanding the impact of one state’s alternate assessment. Research and Practice for Persons with Severe Disabilities37(3): 199–209.
20.
HarrisPJBaltodanoHMArtilesAJ, et al. (2006) Integration of culture in reading studies for youth in corrections: a literature review. Education and Treatment of Children29(4): 749–778.
21.
HassettDD (2008) Teacher flexibility and judgment: a multidynamic literacy theory. Journal of Early Childhood Literacy8(3): 295–327.
22.
Individuals with Disabilities Education Improvement Act of 2004, 20 U,S,C, § 1400 et seq (2004) Reauthorization of the Individuals with Disabilities Education Act of 1990.
23.
KatimsDS (2001) Literacy assessment of students with mental retardation: an exploratory investigation. Education and Training in Mental Retardation and Developmental Disabilities36(4): 363–372.
24.
KatsiyannisARyanJBZhangD, et al. (2008) Juvenile delinquency and recidivism: the impact of academic achievement. Reading & Writing Quarterly24(2): 177–196.
25.
KeefeEBCopelandSR (2011) What is literacy? The power of a definition. Research and Practice for Persons with Severe Disabilities36(3–4): 92–99.
26.
LehrCATanCSYsseldykeJ (2009) Alternative schools: a synthesis of state-level policy and research. Remedial and Special Education30(1): 19–32.
27.
LemonsCJAllorJHAl OtaibaS, et al. (2016) 10 research-based tips for enhancing literacy instruction for students with intellectual disability. Teaching Exceptional Children49(4): 18–30.
28.
MartinCCHauthC (2015) The Survival Guide for New Special Education Teachers. Arlington, VA: Council for Exceptional Children.
29.
MastropieriMABerkeleySMcDuffieKA, et al. (2009) What is published in the field of special education? An analysis of 11 prominent journals. Exceptional Children76(1): 95–109.
30.
MatzenKRyndakDNakaoT (2010) Middle school teams increasing access to general education for students with significant disabilities: issues encountered and activities observed across contexts. Remedial and Special Education31(4): 287–304.
31.
MorningstarMEKurthJAJohnsonPE (2017) Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education38(1): 3–12.
PerzigianABAfacanKJustinW, et al. (2017) Characteristics of students in traditional versus alternative high schools: a cross sectional analysis of enrollment in one urban district. Education and Urban Society49(7): 676–700.
34.
RaywidMA (1994) Alternative schools: the state of the art. Educational Leadership52(1): 26–31.
35.
RoachATElliottSN (2006) The influence of access to general education curriculum on alternate assessment performance of students with significant cognitive disabilities. Educational Evaluation and Policy Analysis28(2): 181–194.
36.
RoachATElliottSNWebbNL (2005) Alignment of an alternate assessment with state academic standards: evidence for the content validity of the Wisconsin alternate assessment. The Journal of Special Education38(4): 218–231.
37.
RupparAL (2015) A preliminary study of the literacy experiences of adolescents with severe disabilities. Remedial and Special Education36(4): 235–245.
38.
RyndakDLWardTAlperS, et al. (2010) Long-term outcomes of services for two persons with significant disabilities with differing educational experiences: a qualitative consideration of the impact of educational experiences. Education and Training in Autism and Developmental Disabilities45(3): 323–338.
39.
SchulteACStevensJJElliottSN, et al. (2016) Achievement gaps for students with disabilities: stable, widening, or narrowing on a state-wide reading comprehension test?Journal of Educational Psychology108(7): 925–942.
40.
SullivanALBalA (eds) (2013) Disproportionality in special education: effects of individual and school variables on disability risk. Exceptional Children79(4): 475–494.
41.
TindalGNeseJFFarleyD, et al. (2016) Documenting reading achievement and growth for students taking alternate assessments. Exceptional Children82(3): 321–336.
42.
TrexlerEL (2013) Categorical differences in statewide standardized testing scores of students with disabilities. PhD Thesis, Keiser University, Fort Lauderdale, USA.
43.
U.S. Department of Education (2016) Office of Special Education and Rehabilitative Services, Office of Special Education Programs. 38th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2016, Washington, DC, 2016.
44.
WehmeyerMLLattinDLLapp-RinckerG, et al. (2003) Access to the general curriculum of middle school students with mental retardation an observational study. Remedial and Special Education24(5): 262–272.
45.
WeiXBlackorbyJSchillerE (2011) Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children78(1): 89–106.
46.
WilkersonKLAfacanKYanM, et al. (2016) Academic remediation focused alternative schools: impact on student outcomes. Remedial and Special Education37(2): 67–77.
