The Influence of Access to General Education Curriculum on Alternate Assessment Performance of Students with Significant Cognitive Disabilities

Autor/inn/en	Roach, Andrew T.; Elliott, Stephen N.
Titel	The Influence of Access to General Education Curriculum on Alternate Assessment Performance of Students with Significant Cognitive Disabilities
Quelle	In: Educational Evaluation and Policy Analysis, 28 (2006) 2, S.181 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
Schlagwörter	General Education; Structural Equation Models; Rating Scales; Alternative Assessment; Disabilities; Cognitive Measurement; Access to Education; Portfolio Assessment; Questionnaires; Curriculum Evaluation; Individualized Instruction; Performance Based Assessment; Wisconsin + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Rating-Skala; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Portfoliobeurteilung; Fragebogen; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Individualisierender Unterricht; Leistungsermittlung
Abstract	The primary purpose of this investigation was to understand the influence of access to the general curriculum on the performance of students with significant cognitive disabilities, as measured by the Wisconsin Alternate Assessment (WAA) for Students with Disabilities. Special education teachers (N=113) submitted case materials for students with significant disabilities who were assessed using the WAA. Cases included WAA rating scales, students' individualized education programs (IEPs), and a curricular access questionnaire. Structural equation modeling was used to examine the influence of curricular access on students' WAA performance. Students' scores on the WAA Reading, Language Arts, and Mathematics scales were included in the model as the indicators for the latent factor--student performance. Student grade level, teacher reports of students' curricular access, percentage of academic-focused IEP goals, and time spent in general education settings were included as predictors of students' performance. Results indicated the model accounted for 41% of the variance in the latent factor of student performance. Implications of these results are discussed for the validity of WAA scores and the design of professional development and teacher support materials. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10