TY - JOUR
T1 - Impact of Alternate Assessment on Curricula for Students With Severe Disabilities
T2 - Purpose Driven or Process Driven?
AU - Alisa Lowrey, K.
AU - Drasgow, Erik
AU - Renzaglia, Adelle
AU - Chezan, Laura
N1 - Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
PY - 2007/7
Y1 - 2007/7
N2 - In this article, the authors highlight the impact of alternate assessment on curriculum content for students with severe disabilities. Alternate assessment is a requirement of the Individuals with Disabilities Education Act (IDEA) Ammendments of 1997 and the No Child Left Behind Act (NCLB) of 2001 to ensure that students with the most significant disabilities are included in system accountability measures (Thompson, Lazarus, Clapper, & Thurlow, 2006). The authors review and analyze the purpose and processes of alternate assessment.
AB - In this article, the authors highlight the impact of alternate assessment on curriculum content for students with severe disabilities. Alternate assessment is a requirement of the Individuals with Disabilities Education Act (IDEA) Ammendments of 1997 and the No Child Left Behind Act (NCLB) of 2001 to ensure that students with the most significant disabilities are included in system accountability measures (Thompson, Lazarus, Clapper, & Thurlow, 2006). The authors review and analyze the purpose and processes of alternate assessment.
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U2 - 10.1177/15345084070320040601
DO - 10.1177/15345084070320040601
M3 - Article
AN - SCOPUS:84992830946
SN - 1534-5084
VL - 32
SP - 244
EP - 253
JO - Assessment for Effective Intervention
JF - Assessment for Effective Intervention
IS - 4
ER -