New directions in assessment for students with disabilities.
Three influences in American education during the past decade -- increased parental involvement, an emphasis on accountability and student outcomes, and the refinement of assessment technologies -- are reflected in the 1997 Amendments to the Individuals with Disabilities Education Act [31]. Relevant...
| Published in: | Work Vol. 17; no. 2; pp. 105 - 117 |
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| Main Authors: | , |
| Format: | tables/charts Journal Article |
| Published: |
Sage Publications Inc.
2001
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| Online Access: | View this record in EBSCOhost |
| Summary: | Three influences in American education during the past decade -- increased parental involvement, an emphasis on accountability and student outcomes, and the refinement of assessment technologies -- are reflected in the 1997 Amendments to the Individuals with Disabilities Education Act [31]. Relevant assessment provisions contained in IDEA 97 are reviewed, including requirements for (a) parental participation in the review and planning of student evaluations and eligibility decisions; (b) the participation of students with disabilities in statewide assessments; (c) the use of assessments that have treatment utility; and (d) data-based evaluation of student progress. Assessment characteristics and methods that are consistent with IDEA 97 requirements are described. Examples include problem-solving assessment; functional behavioral assessment; and direct assessment approaches such as naturalistic observation, analogue assessment, and self-monitoring. |
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