Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

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 All Versions of this Article:
0022466907313451v1
42/4/241    most recent
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 Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Towles-Reeves, E.
Right arrow Articles by Kleinert, J.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Towles-Reeves, E.
Right arrow Articles by Kleinert, J.
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?

An Analysis of the Learning Characteristics of Students Taking Alternate Assessments Based on Alternate Achievement Standards

Elizabeth Towles-Reeves

University of Kentucky, liztowles-reeves{at}uky.edu

Jacqueline Kearns

University of Kentucky

Harold Kleinert

University of Kentucky

Jane Kleinert

University of Kentucky

This study examined the learner characteristics of students in alternate assessments based on alternate achievement standards in three geographically and demographically different states. On the basis of the results, it can be argued that students in alternate assessments fall into at least two distinct subgroups. The first set of learners have either symbolic or emerging symbolic levels of communication, evidence social engagement, and possess at least some level of functional reading and math skills. The second set of students have not yet acquired formal, symbolic communication systems; may not initiate, maintain, or respond to social interactions consistently; and have no awareness of print, Braille, or numbers. The authors provide implications and considerations of the findings of the Learner Characteristics Inventory for states and practitioners in developing alternate assessments based on alternate achievement standards.

Key Words: alternate • assessment • learner characteristics • disabilities • special education

This version was published on February 1, 2009

The Journal of Special Education, Vol. 42, No. 4, 241-254 (2009)
DOI: 10.1177/0022466907313451
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?