Download or read book Trends in the Participation and Performance of Students with Disabilities Technical Report 50 written by Martha Thurlow and published by . This book was released on 2008 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this report is to document the participation and performance trends over time for students with disabilities, progressing from school year 2001-02, a base year for determining AYP goals under NCLB, through school year 2004-05, the third year that states reported after the NCLB baseline year (VanGetson & Thurlow, 2007). Within this time frame, the National Center on Educational Outcomes prepared yearly reports to track public reporting of state assessment results (Klein, Wiley, & Thurlow, 2006; Thurlow & Wiley, 2004; VanGetson & Thurlow, 2007; Wiley, Thurlow, & Klein, 2005). This report is a compilation of state data across this time frame and focuses on the extent to which states reported participation and performance data, and an analysis of the participation and performance trends for those states reporting data. The goals of this synthesis of findings were to determine: (1) whether progress has been made by states in publicly reporting the participation and performance of students with disabilities on state assessments; and (2) the nature of trends in the four years of participation and performance data for students with disabilities. Based on the states with data across years, average percentages of students with disabilities performing at the proficient or above level showed moderate increases across the four years for both reading and math in elementary and middle schools. Performance data for high school students did not show the same gains. Trend data also showed lower percentages of high school and middle school students demonstrating proficient or above performance, as compared to elementary school students. This tendency was true for both reading and math. Continued investigations of not only trend data but also the data available for examining trends is an important step for evaluations of the changes in participation and performance of students with disabilities over time. Appended are: Grade Levels Assessed by States in Years 2001-02 though 2004-05 (CRT assessments only). (Contains 19 figures and 7 tables.).
Download or read book Educating One and All written by National Research Council and published by National Academies Press. This book was released on 1997-06-27 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
Download or read book Testing Students With Disabilities written by Martha L. Thurlow and published by Corwin Press. This book was released on 2003 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is intended to facilitate the meaningful inclusion of students with disabilities in district and state assessments as required by the 1997 amendments to the Individuals with Disabilities Education Act. First, an introductory chapter offers reasons for including students with disabilities in district and statewide accountability systems. Chapters 2 through 6 address the specifics of including children with disabilities, such as deciding how students participate in district and state tests, eligibility for assessment accommodations, how to decide which accommodations are appropriate for use in assessments, the characteristics of alternate assessments, and including English language learners with disabilities in assessments. Chapters 7 through 10 address using assessment results, how the Individualized Education Program (IEP) can be restructured to promote greater participation in the accountability system, teacher and service provider collaboration, gaining support from administrators, parent involvement in testing decisions, and the legalities of restructuring accountability systems that include all students. Extensive appendices include sample forms and worksheets for participation decision making, IEP development, assessment accommodations, and student feedback; checklists of criteria for deciding about participation, accommodations, and assessment type; a guide to staff development; and a list of Technical Assistance and Dissemination Networks. (Individual chapters identify additional resources.) (CR).
Download or read book Improving Test Performance of Students With Disabilities On District and State Assessments written by Judy L. Elliott and published by Corwin Press. This book was released on 2005-08-04 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Students with disabilities must overcome unique obstacles in order to learn, and the pressure of testing often exacerbates existing challenges. With increased focus on accountability for all, how can educators properly prepare students for tests without sacrificing meaningful learning? In Improving Test Performance of Students With Disabilities ... On District and State Assessments, Second Edition, authors Elliott and Thurlow offer numerous strategies for improving instruction, student accommodations, and test preparation, all with the goal of improving the test performance of students with disabilities. Emphasizing practical application, this comprehensive resource delineates the key elements district, school, and state professionals must consider in order to maximize the academic performance of students with disabilities. The second edition of this insightful text addresses the impact of the No Child Left Behind Act on instruction and assessment practices for students with disabilities, including those who are also English Language Learners. Featuring inserts and easy-to-follow worksheets, tables, and appendices, this indispensable resource will enable all educators to help students with disabilities learn more effectively and show what they know on the day of the test."--Publisher's website.
Download or read book Facts from NLTS2 written by Lynn Newman and published by . This book was released on 2006 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with learning disabilities comprise almost two-thirds of those receiving special education services in secondary schools. The majority of these students spend at least part of their day in a general education classroom. National Longitudinal Transition Study-2 (NLTS2) analyses reveal that the percentage of courses students with learning disabilities take in general education classrooms is related to both their academic performance and their social adjustment at school, independent of other differences between students. Including students with disabilities in general education classrooms has been found to be related to beneficial outcomes for both students with disabilities and their general education peers. However, having access to the general education curriculum means more than simply being present in a general education classroom; it means that students' "educational programs are based on high expectations that acknowledge each student's potential and ultimate contribution to society" and that "students with disabilities be provided with the supports necessary to allow them to benefit from instruction". What are the general education classroom experiences of students with learning disabilities? To what extent do they enroll in general education academic courses? What are the characteristics of general education classroom instruction provided to students with learning disabilities? How well do students with learning disabilities perform in their general education classes and on academic assessments? These questions are addressed in this document, with a focus on secondary school students with learning disabilities. Data from NLTS2 provide a national picture of the general education participation of these students, including their enrollment and experiences in general education classrooms, how their experiences compare with those of their classmates, and their academic performance. Further, comparisons of findings from NLTS2 and the original NLTS reveal changes in general education participation rates for students with learning disabilities from 1987 through 2002. (Contains 5 figures and 10 footnotes.).
Download or read book Attitudes of Students with Learning Disabilities Toward Participation in Physical Education a Teachers Perspective Qualitative Examination written by Dr. Ellie Abdi and published by AuthorHouse. This book was released on 2019-10-09 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude and there is a gap in the literature with respect to investigating the attitudes of students with learning disabilities, emotional/behavioral disabilities, or attention difficulties. There is limited research on how teachers perceive and assist students to participate in physical education. This dissertation is looking specifically at enjoyment and useful attitudes of physical activity in physical education class for students with learning disabilities.
Download or read book Participation and Performance on Virginia s Standards of Learning by Students with Disabilities written by Paula Maria Spady and published by . This book was released on 2001 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The inclusion of students with disabilities and limited English proficient students in large scale assessments a summary of recent progress written by and published by DIANE Publishing. This book was released on with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Keeping Score for All written by National Research Council and published by National Academies Press. This book was released on 2004-09-02 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Download or read book Education and Training Policy Inclusion of Students with Disabilities in Tertiary Education and Employment written by OECD and published by OECD Publishing. This book was released on 2011-05-27 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the transition of young adults with disabilities from school to tertiary education and work.
Download or read book Alternate Assessments for Students With Disabilities written by Sandra J. Thompson and published by Corwin Press. This book was released on 2001-03-30 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed for general and special education administrators, teachers, and other education professionals, this book offers a "big picture" of high expectations, assessment, and accountability for students with significant disabilities. Chapters focus on the following eight steps involved in the development and administration of alternate assessments: (1) placing alternate assessments in the context of assessment and accountability systems; (2) considering how all students in the school can work toward the same standards, how their progress can be measured, and how expectations can be increased for each student; (3) defining the roles of each partner and building support for success; (4) deciding how a student will participate in assessment and accountability systems in general assessments with no accommodations, in general assessments with accommodations, or in alternate assessments; (5) building alternate assessments into the collaborative work of the Individualized Education Program teams; (6) using a variety of strategies to administer alternate assessments and compiling assessment data; (7) ensuring data from alternate assessments are used to improve education systems for all students; and (8) figuring out who wins when alternate assessments are in place. Lists of legal and educational resources are provided. (Contains 25 references.) (CR)
Download or read book Participation and Performance of Students with Disabilities written by Martha Thurlow and published by . This book was released on 1998 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Strategies for Teaching Students With Learning Disabilities written by Lucy C. Martin and published by Corwin Press. This book was released on 2008-12-19 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: "I wish I had this book when I started teaching! Every teacher starts out with an empty bag of tricks; it is nice to peek into someone′s bag!" —Nicole Guyon, Special Education Teacher Westerly School Department, Cranston, RI Classroom-tested strategies that help students with learning disabilities succeed! Teachers are often challenged to help students with learning disabilities reach their full academic potential. Written with humor and empathy, this engaging book offers a straightforward approach to skillful teaching of students with learning disabilities. Developed for K–12 general and special education classrooms, this resource draws on the author′s 30 years of teaching experience to help teachers gain a greater understanding of students′ learning differences and meet individual needs. Strategies are organized by skills—including reading, writing, math, organization, attention, and test-taking—helping teachers quickly identify the best techniques for assisting each student and encouraging independent learning. Readers will find: More than 100 practical strategies, interventions, and activities that build students′ academic abilities Recommendations on appropriate accommodations, assessment techniques, and family communication Support for complying with recent federal mandates related to learning disabilities, including the ADA, Section 504, and the reauthorization of IDEA 2004 Helpful guidance and stories from the author′s own classroom experiences Ready-to-use tools, forms, and guides Discover innovative, easy-to-implement teaching methods that overcome barriers to learning and help students with special needs thrive in your classroom.
Download or read book Effects of Extra curricular Participation on Academic Performance of High School Students with Disabilities written by Terry R. Schneekloth and published by . This book was released on 2016 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Large scale Testing of Students With Disabilities written by Gerald Tindal and published by Routledge. This book was released on 2018-12-07 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: Large Scale Testing of Students With Disabilities addresses three issues: accommodations, modifications, and reporting of outcomes. The purpose is not to present an exhaustive summary of the research in these areas but to focus attention on how the issues are considered and empirically validated. The research summarized in this issue should serve as a model for state departments to consider in adoption of policy, either as findings upon which to inform policy or as a method to adopt in generating findings themselves. The studies reflect critical methodologies that are either experimental in design or use extant data sets as well as present a theoretical framework in how to interpret empirical results.
Download or read book Handbook of Special Education written by James M. Kauffman and published by Routledge. This book was released on 2011-05-15 with total page 1751 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.
Download or read book Education of Students with Disabilities written by Michelle Garza and published by . This book was released on 2015 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formerly excluded from measures of educational performance, students with disabilities (SWDs) are now explicitly recognized in federal and state accountability systems. At the national level, the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) laid the foundation for accountability for SWDs by requiring states to include these students in state and district assessments and to report their participation and performance. This requirement was further reinforced by the Elementary and Secondary Education Act (ESEA), as reauthorized in 2001, which established SWDs as an explicit student subgroup for the purpose of determining whether schools make adequate yearly progress (AYP). The Institute of Education Sciences (IES) of the U.S. Department of Education (ED) has a congressional mandate to conduct a national assessment of how well the IDEA is achieving its purposes. As part of the national assessment of IDEA, this study is intended to provide policy-relevant information about the education of SWDs by examining their inclusion in school accountability systems and by describing the use of school practices that may relate to educational outcomes for these students. This book presents descriptive information on school-level accountability, AYP performance, and school improvement status of schools accountable for SWD subgroup performance under Title I of the ESEA, as well as schools not accountable for SWD subgroup performance. Moreover, the book presents descriptive findings focusing on school practices related to staffing, student support, instructional time, educational placements, teacher collaboration, and professional development in schools explicitly held accountable for the performance of the SWD subgroup and schools that are not accountable for the performance of the SWD subgroup.
