Abstract
In this chapter, we will discuss the distinct needs of students with learning differences and strategies to truly increase their access to effective instruction and testing. Over 6 million American students between the ages of 3 and 21 years receive special education services (National Center for Education Statistics [NCES]. Alternate assessments for students with disabilities. Retrieved from https://nceo.info/Resources/publications/TopicAreas/AlternateAssessments/altAssessFA Q.htm, 2016). Each of these students is entitled to a free and appropriate public education in the least restrictive environment (Individuals with Disabilities Education Improvement Act [IDEA], 20 U.S.C. § 1400, 2004), which means, to the extent possible, students with disabilities should be educated in general education classrooms with peers who do not have disabilities. These students present a unique set of considerations for ensuring access to high-quality instruction and assessing their learning and growth.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Americans With Disabilities Act of 1990, Pub. L. No. 101-336, 104 Stat. 328. (1990).
Aron, L., & Loprest, P. (2012). Disability and the education system. The Future of Children, 22, 97–122.
Asselin, S. B. (2014). Learning and assistive technologies for college transition. Journal of Vocational Rehabilitation, 40, 223–230. https://doi.org/10.3233/JVR-140687
Barton, E. E., & Smith, B. J. (2015). Advancing high quality preschool inclusion: A discussion and recommendations for the field. Topics in Early Childhood Special Education, 35, 65–78.
Blackorby, J., Wagner, M., Cameto, R., Davies, E., Levine, P., Lunn, N., … Sumi, C. (2004). SEELS: Engagement, academics, social adjustment, and independence: The achievements of elementary and middle school students with disabilities. Menlo Park, CA: SRI International.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369–398.
Carter, E. W., Asmus, J., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., … Weir, K. (2016). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82, 209–233. https://doi.org/10.1177/0014402915598780
Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23, 50–63. https://doi.org/10.1177/1044207311414680
Elliott, S. N., Kurz, A., & Schulte, A. (2015). Maximizing access to instruction and testing for students with disabilities: What we know and can do to improve achievement. Smarter Balanced Assessment Consortium. UCLA: McGraw Hill.
Every Student Succeeds Act (ESSA) of 2015, Pub. L. No. 114-95. (2015).
Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76, 301–323.
Gettinger, M. & Miller, K. (2014). Best practices in increased academic engaged time. In A. Thomas & P. Harrison (Eds.), Best Practices in School Psychology - Student Level Services (6th ed.), 19–36. Bethesda, MD: National Association of School Psychologists.
Gregg, N., & Nelson, J. M. (2012). Meta-analysis on the effectiveness of extra time as a test accommodation for transitioning adolescents with learning disabilities: More questions than answers. Journal of Learning Disabilities, 45, 128–138. https://doi.org/10.1177/0022219409355484
Harrison, J. R., Bunford, N., Evans, S. W., & Owens, J. S. (2013). Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research, 83, 551–597. https://doi.org/10.3102/0034654313497517
Hodgson, J. R., Lazarus, S. S., & Thurlow, M. L. (2011). Professional development to improve accommodations decisions—A review of the literature (Synthesis Report 84). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from: https://nceo.umn.edu/docs/OnlinePubs/Synthesis84/SynthesisReport84.pdf
Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400. (2004).
Jorgensen, C. M., McSheehan, M., & Sonnenmeier, R. M. (2007). Presumed competence reflected in the educational programs of students with IDD before and after the beyond access professional development intervention. Journal of Intellectual & Developmental Disability, 32, 248–262. https://doi.org/10.1080/13668250701704238
Kagan, D. M. (1993). Contexts for the use of classroom cases. American Educational Research Journal, 30, 703.
Kearns, J. J., Kleinert, H. L., Thurlow, M. L., Brian, G., & Quenemoen, R. (2015). Alternate assessments as one measure of teacher effectiveness: Implications for our field. Research & Practice for Persons with Severe Disabilities, 40, 20–35.
Kettler, R. J. (2012). Testing accommodations: Theory and research to inform practice. International Journal of Disability, Development and Education, 59, 53–66.
Kleinert, H., Browder, D., & Towles-Reeves, E. (2009). Models of cognition for students with significant cognitive disabilities: Implications for assessment. Review of Educational Research, 79, 301–326.
Kuchle, L. B., Edmonds, R. Z., Danielson, L. C., Peterson, A., & Riley-Tillman, T. C. (2015). The next big idea: A framework for integrated academic and behavioral intensive intervention. Learning Disabilities Research & Practice, 30, 150–158. https://doi.org/10.1111/ldrp.12084
Kurth, J. A., Lyon, K. J., & Shogren, K. A. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities, 40, 261–274.
Kurz, A., Elliott, S. N., Lemons, C. J., Zigmond, N., Kloo, A., & Kettler, R. J. (2014). Opportunity to Learn: A differentiated opportunity structure for students with disabilities in general education classrooms. Assessment for Effective Intervention, 40, 24–39.
Kurz, A., Elliott, S. N., & Shrago, J. S. (2009). MyiLOGS: My instructional learning opportunities guidance system. Nashville, TN: Vanderbilt University.
Kurz, A., Talapatra, D., & Roach, A. T. (2012). Meeting the curriculuar challenges of inclusive assessment: The role of alignment, oppportunity to learn, and student engagement. International Journal of Disability, Development and Education, 59, 37–52.
McLaughlin, R., & Walther-Thomas, C. (2002). Outcomes for students with disabilities in inclusive and pullout programs. Exceptional Children, 68, 203–222.
Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 40, 192–210. https://doi.org/10.1177/1540796915594158
Mott, V. W. (2000). The development of professional expertise in the workplace. New Directions for Adult and Continuing Education, 86, 23–31.
National Center for Education Statistics. (2016). Children and youth with disabilities. Retrieved from http://nces.ed.gov/programs/coe/indicator_cgg.asp
National Center on Educational Outcomes. (2016). Alternate assessments for students with disabilities. Retrieved from https://nceo.info/Resources/publications/TopicAreas/AlternateAssessments/altAssessFA Q.htm
Newman, L., Wagner, M., Cameto, R., & Knokey, A. M. (2009). The post-high school outcomes youth with disabilities up to 4 years after high school. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.
Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., … Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved from http://www.nlts2.org/reports/2011_09_02/index.html
Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter center of research perspectives. Journal of Early Intervention, 33, 344–356.
Petersen, A. (2016). Perspectives of special education teachers on general education curriculum access. Research and Practice for Persons with Severe Disabilities, 41, 19–35.
Rafferty, Y., Piscitelli, V., & Boettcher, C. (2003). The impact of inclusion on language development and social competence among preschoolers with disabilities. Exceptional Children, 69, 467–479.
Roach, A. T., Kurz, A., & Elliott, S. N. (2015). Using personalized instructional feedback data to facilitate opportunity to learn for students with disabilities. Prevening School Failure. doi: 10.1080/1045988X.2014.901288.
Rojewski, J. W., Lee, I. H., & Gregg, N. (2013). Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities. Journal of Disability Policy Studies, 25, 210–219.
Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 119–124). Oxford, UK: Elsevier.
Schulte, A. C., Stevens, J. J., Elliott, S. N., Tindal, G., & Nese, J. F. T. (2016). Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test? Journal of Educational Psychology, 108, 925–942.
Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. Part 104. (1973).
Seong, Y., Wehmeyer, M. L., Palmer, S. B., & Little, T. D. (2015). Effects of the self-directed individualized education program on self-determination and transition of adolescents with disabilities. Career Development and Transition for Exceptional Individuals, 38, 132–141.
Shepherd, K. G., Fowler, S., McCormick, J., Wilson, C. L., & Morgan, D. (2016). The search for role clarity: Challenges and implications for special education teacher preparation. Teacher Education and Special Education, 39, 83–97. https://doi.org/10.1177/0888406416637904
Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75, 457–490.
Stevens, J. J., Schulte, A. C., Elliott, S. N., Nese, J. F. T., & Tindal, G. (2015). Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test. Journal of School Psychology, 53, 45–62.
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160–181. https://doi.org/10.1177/0885728809346960
U.S. Department of Education. (2016). Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act, negotiated rulemaking committee issue paper #4b. Retrieved from http://www2.ed.gov/policy/elsec/leg/essa/session/nrmissuepaper4b32016.pdf
U.S. Department of Health and Human Services, & U.S. Department of Education. (2015, September). Policy statement on inclusion of children with disabilities in early childhood programs. Retrieved from http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf
Vaughn, S., & Swanson, E. A. (2015). Special education research advances knowledge in education. Exceptional Children, 82, 11–24. https://doi.org/10.1177/0014402915598781
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Frey, J.R., Gillispie, C.M. (2018). The Accessibility Needs of Students with Disabilities: Special Considerations for Instruction and Assessment. In: Elliott, S., Kettler, R., Beddow, P., Kurz, A. (eds) Handbook of Accessible Instruction and Testing Practices. Springer, Cham. https://doi.org/10.1007/978-3-319-71126-3_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-71126-3_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-71125-6
Online ISBN: 978-3-319-71126-3
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)