Learners with Significant Disabilities

Alison Ford · Linda Davern · Roberta F. Schnorr

53 citations0/0 files storedRemedial and Special Education

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Disability Education and Employment Educational Assessment and Pedagogy Teacher Education and Assessments

Abstract

Standards-based reform is now having a direct impact on students with significant disabilities, as states meet the new requirements in the Individuals with Disabilities Education Act for large-scale alternate assessment. This mandate for assessment and accountability of learners with significant disabilities will influence curriculum decision making for years to come. This article examines how states are responding to this requirement and stresses the need for a deliberate process that maintains the current emphasis on achieving meaningful outcomes within the context of inclusive classrooms.

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References

1986Community-Based Curriculum: Instructional Strategies for Students With Severe Handicaps 1989The Syracuse community-referenced curriculum guide for students with moderate and severe disabilities

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2012Making Inclusion Work in General Education Classrooms 2004The Alignment of Alternate Assessment Content with Academic and Functional Curricula 2007Creating Access to the General Curriculum With Links to Grade-Level Content for Students With Significant Cognitive Disabilities 2013Involvement and Progress in the General Curriculum for Students With Extensive Support Needs: K–12 Inclusive-Education Research and Implications for the Future 2004The Efficacy of Embedded Instruction for Students with Developmental Disabilities Enrolled in General Education Classes 2016Ecological Factors Affecting Access to General Education Content and Contexts for Students With Significant Disabilities 2003What We Know and Need to Know about Alternate Assessment 2003A Content Analysis of the Curricular Philosophies Reflected in States' Alternate Assessment Performance Indicators

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