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Download full textJohnson, David R.; Thurlow, Martha L.; Wu, Yi-Chen; Qian, Xueqin; Davenport, Ernest; Matthais, Cynthia – Journal of International Special Needs Education, 2022
The purpose of this study was to use data from the United States' National Longitudinal Transition Study 2012 (NLTS 2012) to present descriptive information on youth and parent participation and youth's role in required Individualized Education Program (IEP)/transition planning meetings by disability category and age groupings (14-22 year olds,…
Descriptors: Transitional Programs, Educational Planning, Student Participation, Parent Participation
Direct linkDavenport, Ernest C.; Johnson, David R.; Wu, Yi-Chen; Thurlow, Martha L.; Qian, Xueqin; LaVelle, John M. – Journal of Special Education, 2022
One important aspect of special education research that makes it complex is the variability of the disability categories being studied. This study used the context of Individualized Education Program (IEP)/transition planning and National Longitudinal Transition Study 2012 (NLTS 2012) student and parent survey items associated with this context to…
Descriptors: Special Education, Students with Disabilities, Individualized Education Programs, Transitional Programs
Lazarus, Sheryl S.; Liu, Kristin K.; Hinkle, Andrew R.; Thurlow, Martha L. – National Center on Educational Outcomes, 2021
As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.
Descriptors: Students with Disabilities, Testing, Evaluation Methods, Student Evaluation
Strunk, Kathy; Hinkle, Andrew R.; Thurlow, Martha L. – Journal of Special Education Leadership, 2022
The Individualized Education Program (IEP) is the heart of providing special education services to students with disabilities. It is a complex document that is supposed to include several required components. IEP teams are required to be composed of certain individuals, including "a representative of the district who is qualified to provide…
Descriptors: Individualized Education Programs, Students with Disabilities, Teamwork, Administrator Role
Liu, Kristin K.; Thurlow, Martha L.; Peterson, Darrell H. – Journal of Special Education Leadership, 2022
This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments. The authors provide background information on who these students are and the relationship between academic English language development, content learning, and assessment. The…
Descriptors: Students with Disabilities, English Language Learners, Student Evaluation, Educational Assessment
Olson, John F.; Lazarus, Sheryl S.; Thurlow, Martha L.; Quanbeck, Mari – National Center on Educational Outcomes, 2021
This report provides a snapshot of how accommodated tests for students with disabilities, accessibility, alternate assessments, and other related issues were addressed in states' test security policies for 2020-21. Strong test security policies and procedures are needed to help ensure the integrity and validity of state assessments, yet some test…
Descriptors: Testing Accommodations, Information Security, State Policy, Policy Analysis
Hinkle, Andrew R.; Thurlow, Martha L.; Lazarus, Sheryl S.; Strunk, Kathy – National Center on Educational Outcomes, 2022
This report presents the findings of a survey of states that examined the policies, practices, and procedures State Education Agencies (SEAs) used to monitor IEPs for participation decision making in alternate assessments based on alternate academic achievement standards (AA-AAAS). It is imperative that only students with the most significant…
Descriptors: State Surveys, State Policy, State Departments of Education, Program Evaluation
Updated Assessment Principles and Guidelines for English Learners with Disabilities. NCEO Report 424
Liu, Kristin K.; Lazarus, Sheryl S.; Thurlow, Martha L.; Jarmin, Jaime; Ward, Jenna; Christensen, Laurene – National Center on Educational Outcomes, 2020
This report is an update of the assessment principles and guidelines for English language learners published in 2013 (Thurlow, Liu, Ward, & Christensen). That report, which was developed by the Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED) project, presented essential principles of…
Descriptors: English Language Learners, Students with Disabilities, Student Evaluation, Evaluation Methods
Goldstone, Linda; Lazarus, Sheryl S.; Thurlow, Martha L.; Hendrickson, Katelyn – National Center on Educational Outcomes, 2021
This report presents the findings of a study aimed to address the gap between policy and practice for speech-language pathologists (SLPs) who serve students identified with a speech-language impairment, including other co-existing disabilities. The following research questions were addressed: (1) What factors influence how SLPs make accessibility…
Descriptors: Speech Language Pathology, Allied Health Personnel, Students with Disabilities, Language Impairments
Thurlow, Martha L.; Lazarus, Sheryl S.; Albus, Deb A.; Larson, Erik D.; Liu, Kristin K. – National Center on Educational Outcomes, 2019
States continue to navigate the shift that came with the 1% threshold on participation in alternate assessments based on alternate academic achievement standards (AA-AAAS). This shift, following the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) in 2015, limited participation in the…
Descriptors: Students with Disabilities, Alternative Assessment, Academic Achievement, Academic Standards
Johnson, David R.; Thurlow, Martha L.; Wu, Yi-Chen; LaVelle, John M.; Davenport, Ernest C. – Career Development and Transition for Exceptional Individuals, 2020
This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive…
Descriptors: Individualized Education Programs, Secondary School Students, Adolescents, Students with Disabilities
Albus, Deb A.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, 2020
This is the 21st report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2017-18 assessment data for students with disabilities "to the…
Descriptors: Students with Disabilities, English Language Learners, Reading Tests, Mathematics Tests
Shriner, James G.; Carty, Susan; Goldstone, Linda; Thurlow, Martha L. – Journal of Special Education Leadership, 2017
Students served through special education under the Individuals with Disabilities Education Act (IDEA) is to be provided an Individualized Education Program (IEP) that is an articulation of the student's individual program of educational and related services and instructional focus for the school year. In a standards-based educational environment,…
Descriptors: Teacher Attitudes, Special Education Teachers, Common Core State Standards, Individualized Education Programs
Albus, Deb A.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, 2021
This is the 22nd report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2018-19 assessment data for students with disabilities "to the…
Descriptors: Elementary Secondary Education, Students with Disabilities, Student Evaluation, Grade 4
Larson, Erik D.; Goldstone, Linda; Liu, Kristi K.; Thurlow, Martha L.; Lazarus, Sheryl S. – National Center on Educational Outcomes, 2019
In 2015, the United States Department of Education awarded an Enhanced Assessment Initiative grant to the Data Informed Accessibility--Making Optimal Needs-based Decisions (DIAMOND) project to create professional development resources for educators who have to make decisions about accessibility features and accommodations. This study presents…
Descriptors: Accessibility (for Disabled), Educational Technology, Technology Uses in Education, Academic Accommodations (Disabilities)
