As I continue to think about NCLB and students with severe disabilities, I can't help but to think about whether the assessments really are truely standardized if the individual states are able to have some flexibility in the actual assessments given. It is my understanding that not every state uses the portfolio type of assessment for these students. I am going to try to gather more information on what some of the other states use. If you know of what other states are using, let me know.
I did find a good education brief on NCLB from the Center For Evaluation & Education Policy entitled
Closing the Achievement Gap Series: Part III What is the Impact of NCLB on the Inclusion of Students with Disabilities? The CEEP web site is http://ceep.indiana.edu/ This brief provides good information an several aspects of NCLB so you may want to check it out.
Tuesday, August 31, 2010
Sunday, August 29, 2010
NCLB... Are we truely leaving no child behind?
Welcome to my blog! I am using this blog to think out loud about some of the issues I encounter in the field of Special Education. I welcome your comments.
The No Child Left Behind Act of 2001 ushered in the beliefs that setting high standards would raise the overall outcomes for all students. In order to recieve funding through this act, states most develop assessments in the basic curriculum areas for all students. The goal is to have all students (including students in special education) performing at the proficient level in reading and math by 2014. Is this obtainable? Does it work against the main principle in special education of individualized education plans?
One of my first thoughts on this law is that there are no considerations for the varied educational levels of the students being served in public schools. States can develop alternative assessments for these students, but do these alternative assessments really address all that the law is pushing for? What are your thoughts?
The No Child Left Behind Act of 2001 ushered in the beliefs that setting high standards would raise the overall outcomes for all students. In order to recieve funding through this act, states most develop assessments in the basic curriculum areas for all students. The goal is to have all students (including students in special education) performing at the proficient level in reading and math by 2014. Is this obtainable? Does it work against the main principle in special education of individualized education plans?
One of my first thoughts on this law is that there are no considerations for the varied educational levels of the students being served in public schools. States can develop alternative assessments for these students, but do these alternative assessments really address all that the law is pushing for? What are your thoughts?
Subscribe to:
Comments (Atom)