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Description - Alternate Assessments for Students With Disabilities by Sandra J. Thompson

`The authors clearly explain the "why" or alternative assessment and support this with lots of "how-to" information throughout the book. It is hard to imagine a teacher or administrator who wouldn't gain valuable new skills for reading this book - Victor Nolet, Author, Accessing the General Curriculum (Corwin Press 2000) The authors of this book are determined to put the phrase "all students can learn" at the top of every school's list of principals, and show how, via alternate assessments, this motto can become a measurable reality. This book offers a big picture of high expectations, assessment, and accountability for students with significant disabilities. The authors guide the reader through the process of alternate assessment from beginning to end, based on their understanding of and beliefs about best practices as they currently stand. Several chapters include examples of worksheets and forms that have worked for some teachers, and in some settings, as well as the authors' best insights into how they can be used to help disabled students. Combining real-life stories and examples with hard data, including federal and state laws, requirements and guidelines, and state status reports, the authors make alternate assessment come alive for readers. This book is for general and special educators at all levels, parents of students with disabilities, advocates, education policy leaders and others concerned about the inclusion of ALL students in educational reform efforts.

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Book Details

ISBN: 9780761977742
ISBN-10: 0761977740
Format: Paperback
(279mm x 215mm x mm)
Pages: 168
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 30-Mar-2001
Country of Publication: United States

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Author Biography - Sandra J. Thompson

Sandra Thompson, Ph.D. serves as a Research Associate at the National Center on Educational Outcomes (NCEO) at the University of Minnesota, where she has been responsible for state survey research activities that document the status of outcomes for students with disabilities, current assessment policies and practices, and involvement with IDEA activities. Dr. Thompson has an extensive background in preparing students with disabilities for successful adult lives. Rachel Quenemoen, M.S., is the National Center on Educational Outcome's (NCEO) Technical Assistance and Dissemination Area Leader, and a specialst in "research into practice" efforts. She has 25 years of experience as an educational sociologist and as a parent of a young person with a disability. Martha L. Thurlow, Ph.D., is Director of the National Center on Educational Outcomes in the Institute on Community Integration (University Center for Excellence in Developmental Disabilities) at the University of Minnesota. In this position, she addresses the implications of contemporary U.S. policy and practice for students with disabilities and English Language Learners, including national and statewide assessment policies and practices, standards-setting efforts, and graduation requirements. Dr. Thurlow has conducted research for the past 35 years in a variety of areas, including assessment and decision making, learning disabilities, early childhood education, dropout prevention, effective classroom instruction, and integration of students with disabilities in general education settings. She has published extensively on all of these topics, and also recently completed serving as co-Editor with Bob Algozzine of Exceptional Children, the research journal of the Council for Exceptional Children. Dr. Thurlow is a co-author of several books, including Testing Students with Disabilities, Improving Test Performance of Students with Disabilities, Alternate Assessments for Students with Disabilities, and Critical Issues in Special Education. Dr. Thurlow was one of the original developers of the dropout prevention program Check and Connect, which was empirically tested, and replicated in several settings. She is the author of numerous reports, journal articles and chapters on the topic of dropouts and dropout prevention, and also addresses the dropout problem within the current context of federal legislation, high stakes testing, and standards-based education. Jim Ysseldyke, Ph.D., is Birkmaier Professor in the Department of Educational Psychology, director of the School Psychology Program, and director of the Center for Reading Research at the University of Minnesota. Widely requested as a staff developer and conference speaker, Ysseldyke brings more than 30 years of research and teaching experience to educational professionals around the globe. As the former director of the federally funded National Center on Educational Outcomes, Ysseldyke conducted research and provided technical support that helped to boost the academic performance of students with disabilities and improve school assessment techniques nationally. Today, he continues to work to improve the education of students with disabilities. The author of more than 300 publications on special education and school psychology, Ysseldyke is best known for his textbooks on assessment, effective instruction, issues in special education, and other cutting-edge areas of education and school psychology. With A Practical Approach to Special Education for Every Teacher, Ysseldyke seeks to equip educators with practical knowledge and methods that will help them to better engage students in exploring-and meeting-all their potentials.