Alternate Assessments for Students With Disabilities

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Corwin Press, Mar 30, 2001 - Business & Economics - 152 pages
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`The authors clearly explain the "why" or alternative assessment and support this with lots of "how-to" information throughout the book. It is hard to imagine a teacher or administrator who wouldn′t gain valuable new skills for reading this book - Victor Nolet, Author, Accessing the General Curriculum (Corwin Press 2000)

The authors of this book are determined to put the phrase "all students can learn" at the top of every school′s list of principals, and show how, via alternate assessments, this motto can become a measurable reality.

This book offers a big picture of high expectations, assessment, and accountability for students with significant disabilities. The authors guide the reader through the process of alternate assessment from beginning to end, based on their understanding of and beliefs about best practices as they currently stand. Several chapters include examples of worksheets and forms that have worked for some teachers, and in some settings, as well as the authors′ best insights into how they can be used to help disabled students.

Combining real-life stories and examples with hard data, including federal and state laws, requirements and guidelines, and state status reports, the authors make alternate assessment come alive for readers. This book is for general and special educators at all levels, parents of students with disabilities, advocates, education policy leaders and others concerned about the inclusion of ALL students in educational reform efforts.


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What and Why
High Expectations for All Students
Alternate Assessment Partners
Assessment Participation Decisions
StandardsBased lEPs Transition Plans and Alternate Assessments
The Nuts and Bolts of Alternate Assessment Administration
Scorlng Reporting and Using Alternate Assessment Data
lying It All Together
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About the author (2001)

Sandra Thompson, Ph.D. serves as a Research Associate at the National Center on Educational Outcomes (NCEO) at the University of Minnesota, where she has been responsible for state survey research activities that document the status of outcomes for students with disabilities, current assessment policies and practices, and involvement with IDEA activities. Dr. Thompson has an extensive background in preparing students with disabilities for successful adult lives.

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