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Download full textCullen, Mairi Ann; Lindsay, Geoff; Hastings, Richard; Denne, Louise; Stanford, Catherine – Education Endowment Foundation, 2020
This 'best available evidence' review was commissioned by the Education Endowment Foundation (EEF) in 2019 to inform the Special Educational Needs and Disability (SEND) Guidance document (EEF, 2020). This review was commissioned explicitly as a broad overview of evidence across a range of topics, with the intention that the EEF might then…
Descriptors: Mainstreaming, Inclusion, Best Practices, Evidence Based Practice
Price, Lynn M.; Hodgson, Jennifer R.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2011
All students, including students with disabilities, participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the alternate assessment based on alternate achievement standards (AA-AAS). A…
Descriptors: Test Format, Individualized Education Programs, Eligibility, Alternative Assessment
Peer reviewedBrowder, Diane M.; Spooner, Fred; Algozzine, Robert; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Karvonen, Meagan – Exceptional Children, 2003
This article reviews promises, practices, and provisos of alternative assessment as a basis for illustrating what is known about measuring progress of students with disabilities in statewide assessment programs. Nineteen data-based studies have been used to begin to document the effects of alternative assessment. However, it is concluded there are…
Descriptors: Academic Achievement, Access to Education, Alternative Assessment, Disabilities
