The assessment and decision-making practices used by 44 child service demonstration centers, which provide services to learning disabled (LD) children, were investigated in a national survey. Results suggested that assessment and decision making in the field of learning disabilities are characterized by variability and inconsistency. (Author/DLS)

A nationwide sample of 49 school psychologists and 30 regular education teachers provided information on assessment for the purpose of instructional planning. School psychologists listed the types of information they collected for this purpose and teachers listed the types of information they considered useful. While some indications of agreement…

The performance of 272 elementary school aged educable retarded children was used in the final evaluation of the five unit Money, Measurement and Time program. Criterion referenced pre- and posttests were administered to assess the effectiveness of each unit, and A Cognitive Abilities Test evaluated Ss' general improvement in non-content-specific…

This paper explores the development of universal design and considers its application to large-scale assessments. Universal design is a concept that originated in the field of architecture, but quickly expanded into environmental initiatives, recreation, the arts, health care, and now, education. In addition to the concept's application to…

Discussed are case studies of four early childhood special education programs, selected to represent a variety of approaches to early childhood special education decision-making and a variety of settings. The case studies focus on issues in diagnostic assessment and are used as the basis for assessment guidelines. (Author/MSE)

This paper cites evidence that the word "all" in referring to the education of all children is not being used in the universal sense, and notes that actions have not matched the rhetoric about "all" students. The paper defines the terms "outcomes,""indicators," and "standards." It discusses key issues that arise in talking about outcomes for all…

Students with disabilities are required by law to participate in state and district assessments and performance reports. High-stakes testing is a significant part of standards-based reform and educational accountability. There are many potential negative and positive consequences of high-stakes testing for students with disabilities. Educators…

A limited national sample of 49 school psychologists and 30 regular education teachers provided information on assessment procedures for the purpose of instructional planning. Results showed some indications of agreement between school psychologists and teachers, but also several inconsistencies in the views of the two groups. (Author/RC)

Assessment and decision-making practices of a national sample of 60 teachers serving handicapped preschool children were examined. Teachers were surveyed regarding the assessment information they and other professionals collect on their students and how they use it in educational programming. It was found that teachers used behavioral observations…

This paper examines the concept of "outcomes-based education" (OBE), how it was developed, how it relates to other current reforms that encompass the notion of outcomes, and how it relates to students with disabilities in theory and in practice. Outcomes-based education holds that all children can learn and succeed and that schools are…

The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness,…

In response to findings of excessive exclusion of students with disabilities from national and state educational assessments, this document was developed to provide a listing of states' guidelines for assessment accommodations for such students. Guidelines in current use were provided by 38 states. Of the remaining states, seven did not have state…

This guide is intended to help develop and implement an outcomes assessment program at the school, district, or state level. An introduction summarizes the purposes of this approach to assessment, which focuses on results rather than process. A four-step process is outlined. The first step is to establish a solid foundation for assessment efforts,…

This report discusses the outcomes of a study that examined the use of accommodations in state assessment by students with disabilities and explored several related factors. A survey of states indicated 12 states (Florida, Indiana, Kansas, Kentucky, Massachusetts, Maryland, Nevada, New York, Pennsylvania, Rhode Island, South Dakota, and West…

With pressure to find more cost effective and less labor-intensive approaches to testing, states are seeing computer-based testing as a way to address the increasingly challenging prospect of assessing all students in a state at nearly all grades. Unfortunately, most states have not specifically considered the needs of students with disabilities.…