Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Thurlow, M. L.
Right arrow Articles by Ysseldyke, J. E.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Thurlow, M. L.
Right arrow Articles by Ysseldyke, J. E.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Students with Disabilities in Large-Scale Assessments

State Participation and Accommodation Policies

Martha L. Thurlow

National Center on Educational Outcomes, University of Minnesota

Allison L. House

National Center on Educational Outcomes, University of Minnesota

Dorene L. Scott

National Center on Educational Outcomes, University of Minnesota

James E. Ysseldyke

National Center on Educational Outcomes, University of Minnesota

State policies on the participation of students with disabilities in district or state assessments, and the accommodations available in those assessments, continue to change rapidly. Examination of participation and accommodation policies of all states revealed that in most states the Individualized Education Program team is central in decision making. Testing accommodations are commonly allowed, though some are allowed only under certain conditions, and there is considerable variability from one state to the next. States generally offer more accommodations on criterion-referenced tests than norm-referenced tests. Issues raised by state policies and how the policies are translated into practice are discussed.

The Journal of Special Education, Vol. 34, No. 3, 154-163 (2000)
DOI: 10.1177/002246690003400304
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Special EducationHome page
S. S. Lazarus, M. L. Thurlow, K. E. Lail, and L. Christensen
A Longitudinal Analysis of State Accommodations Policies: Twelve Years of Change, 1993--2005
Journal of Special Education, August 1, 2009; 43(2): 67 - 80.
[Abstract] [PDF]