 |
 |
|
 |
||||||||||
|
||||||||||||||||||||||||
|
||||||||||||||||||||||||
|
||||||||||||||||||||||||
The one study for Earth and space science dealt with teaching the students about weather sight words. Most of the personal and social perspectives dealt with making correct responses or choices in safety situations (i.e., cooking, crossing the street). Information in the area of science is limited. Clearly there is a need for research in this area as the assessment of students in science is approaching. There will continue to be a need for extensive curriculum work to create appropriate, meaningful content standards for students with significant disabilities as well as a need for alignment of those standards to instruction and assessments.
The reason for this lack of definition in academic content is the lack of literature and the separate curricular philosophies encompassed within the developmental and functional eras. Checkpoint
Trainer's Note: We will be continuing the discussion about the curricular philosophies with a planned activity in Part III. If you would like to continue the discussion of the learning characteristics of students with the most significant cognitive disabilities, go to Part II: Who are the Students who take Alternate Assessments on Alternate Achievement Standards. NotesReferencesBrowder, D.M., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (manuscript submitted for publication). Research on reading for students with significant cognitive disabilities. Exceptional Children. Center for Applied Special Technology. (CAST). (2002). www.cast.org. Education Week analysis of data from the U.S. Department of Education, Office of Special Education Programs, Data Analysis System, 2002-03. Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-165. Giangreco, M., Cloninger, C., Iverson, (1999). COACH: Choosing options and accommodations for children. Baltimore: Paul Brookes. Grisham-Brown, J. & Kearns, J.F. (2001). Creating standards-based individualized education programs. In Kleinert, H. K., and Kearns, J.F. Alternate Assessments Measuring Outcomes and Supports. Baltimore: Paul Brookes. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165- 180. Individuals with Disabilities Education Act (IDEA) Amendments of 1997, PL 105-117, 20 U.S.C. § 1400 et seq. Joseph, L.M., & Seery, M.E. (2004). Where is the phonics. Remedial and Special Education, 25(2), 88-95. Kleinert, H. L., & Kearns, J. F. (1999). A validation of the performance indicators and learner outcomes of Kentucky's alternate assessment for students with significant disabilities. The Association for Persons with Severe Handicaps, 24(2), 100-110. Kleinert, H. K. & Thurlow, M. (2001). An introduction to alternate assessment. Alternate Assessments Measuring Outcomes and Supports. Baltimore: Paul Brookes. Kliewer, C. & Biklen, D. (2001). "School's not really a place for reading: A research synthesis of the literate lives of students with severe disabilities. Journal of the Association of Persons with Severe Handicaps, 26(1), 1-12. National Alternate Assessment Center (NAAC). (2005). www.naacpartners.org. No Child Left Behind Act of 2001, Pub L. No 107-110, 115 Stat. 1425 (2002) Pellegrino, J., Chudowsky, N., & Glaser, P. (2001) Knowing what students know. National Research Council: National Academy Press. United States Department of Education. (2004). Standards and Assessments Peer Review Guidance: Information and examples for meeting requirements of the No Child Left Behind Act of 2001. Washington D.C.: US Department of Education Office of Elementary and Secondary Education. References and Annotated Bibliographies for Part 1: Overview, Terminology, Theory, and ResearchCenter for Applied Special Technology (CAST). (2002). www.cast.org. Grisham-Brown, J., & Kearns, J. (2001). Can performance goals be set for all students? Creating standards-based individualized education. In H. L. Kleinert & J. F. Kearns, Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 17-28). Baltimore, MD: Paul H. Brookes. Joseph, L. M., & Seery, M. E. (2004). Where is the phonics?: A review of the literatureon the use of phonetic analysis with students with mental retardation. Remedial and Special Education, 25, 88-94. Kleinert, H., & Browder, D. (2005). Implications of the "Assessment Triangle" for Students with Significant Cognitive Disabilities: The First Vertex – Models of Student Cognition. Unpublished manuscript. Kleinert, H. L., & Kearns, J. F. (1999). A validation of the performance indicators and learner outcomes of Kentucky's alternate assessment for students with significant disabilities. The Association for Persons with Severe Handicaps, 24(2), 100-110. Kliewer, C., & Bilken, D. (2001). "School's not really a place for reading": A research synthesis of the literate lives of students with severe disabilities. The Journal of The Association for Persons with Severe Handicaps, 26, 1-12. Pellegrino, J, Chudowsky, N., & Galser, R. (Eds.) (2001). Advances in the sciences of thinking and learning. Knowing what students know: The science and design of educational assessment (pp. 59-109). Washington, DC: Committee on the Foundations of Assessment, National Academy Press. U. S. Department of Education. (2004). Standards and assessments: Peer review guidance: Information and examples for meeting requirements of the No Child Left Behind Act of 2001. Office of Elementary and Secondary Education Washington, D.C. United States Department of Education. (2002-2003).Education Week analysis of data from the Office of Special Education Programs, Data Analysis System. Ref. Type: Book Notes: Book chapter Title: Creating standards-based individualized education programs Authors: Grisham-Brown, J. & Kearns, J. F. Pub. Date: 2001 Source: Alternate assessment: Measuring outcomes and supports for students with disabilities Vol, Issue: Publisher: Baltimore, MD: Paul H. Brookes Publishing Page #: 17-28 Keywords: alternate assessment, outcomes, disabilities Abstract: Participants: Test Design: Findings: This chapter provides an outline of a process for developing Individualized Education Programs (IEPs) that articulates the relationship of these individualized programs to the standards set for all students. The authors argue that the determination of the critical function or outcome of a particular standard represents a crucial understanding for IEP teams as they develop an IEP that moves the student within the framework of a general curriculum. Identifying supports, adaptations, and modifications increase the chances to learn because the teacher can determine appropriate opportunities for instruction and the students can respond appropriately in learning activities. Ref. Type: Journal Notes: Journal Article Title: Where is the phonics? A review of the literacture on the use of phonetic analysis with students with mental retardation Authors: Joseph, L.M., & Seery, M.E. Pub. Date: 2004 Source: Remedial and Special Education Vol, Issue: 25, 2 Publisher: Page #: 88-94 Keywords: Phonics, Students with Mental Retardation Abstract: Participants: Test Design: This is a review of studies conducted over the past 12 years on the use of phonetic analysis strategies and/or phonetics instruction with students with mild or moderate mental retardation. Seven studies were found to consist of the use of phonetic analysis (making letter-sound correspondence). No studies were found that examined the use of phonetics instruction. The purpose of the review was to examine the existing literature in this area over the past 12 years. Findings: All studies found that students with mental retardation can learn and use phonetic-analysis strategies and/or have the potential to benefit from phonetics instruction. Further research is necessary to draw substantial conclusions, particularly regarding the effectiveness of direct/explicit phonics instruction with children with mental retardation. Ref. Type: Journal Notes: Journal article Title: A validation of the performance indicators and leaner outcomes of Kentucky's alternate assessment for students with significant disabilities. Authors: Kleinert, H. L., & Kearns, J. F. Pub. Date: 1999 Source: The Association for Persons with Severe Handicaps Vol, Issue: 24, 2 Publisher: Page #: 100-110 Keywords: validation, alternate assessment, cognitive disabilities Abstract: Participants: A total of 44 national authorities in best practices for students with moderate and severe cognitive disabilities participated in this study. Test Design: The purpose of this study was to conduct an expert validation of Kentucky's approach to alternate assessment for students with significant cognitive disabilities. Participants were asked to fill out a survey that asked questions about performance indicators and academic expectations for the state of Kentucky. All written comments included with the survey were typed and categorized into major themes. Findings: Results indicated that in terms of the core of best practices embodied in the performance criteria for Kentucky's alternate assessment, there was a high degree of professional congruence. However participants also raised some concerns about the extent to which more limited learner outcomes have been identified for students with significant disabilities and whether the alternate assessment was sufficiently aligned to general curricular expectations for all students. Ref. Type: Journal Notes: Journal Article Title: "School's not really a place for reading": A research synthesis of the literate lives of students with severe disabilities Authors: Kliewer, C., & Biklen, D. Pub. Date: 2001 Source: Journal of The Association for Persons with Severe Handicaps Vol, Issue: 26, 1 Publisher: Page #: 1-12 Keywords: severe disabilities, literacy, social relationships, intimacy Abstract Participants: The research presented in this article is from 6 in depth case studies as well as biographies and autobiographies of persons with severe disabilities. The 6 individuals ranged in age from 4-16 years and were all professionally defined as severely mentally retarded. Test Design: Researchers conducted interviews and observations in inclusive and segregated classrooms, at work sites, in homes, and in the community. Observations were focused on the students' interactions, social relationships, use of printed language, and general literacy. Analysis of the observations and interviews was ongoing. Findings: The research suggests that persons labeled as having severe intellectual disabilities demonstrate the ability to acquire knowledge of symbols and literacy when they are in the presence of people who support them, believe in their abilities, and with whom they share an intimate relationship with. Based on these findings, the researchers suggest that the ladder to literacy be reconstructed into a web of relationships, educators work towards a more local understanding of students with severe disabilities, and that we shed the use of labels altogether for these individuals. Ref. Type: Book Notes: Book Title: Advances in the sciences of thinking and learning Authors: Pellegrino, J., Chudowsky, N., & Glaser, R., (Eds) Pub. Date: 2001 Source: Knowing what students know: The Science and Design of Educational Assessments Vol, Issue: Publisher: Page #: 59-109 Keywords: validation, alternate assessment, cognitive disabilities Abstract: Participants: Test Design: Findings: Over the past few decades, much research has been conducted in order to gain insight about how people think and learn. Specific areas that have been examined include: how knowledge is organized in the mind; how children develop conceptual understanding; how people acquire expertise in specific areas; how participation in various forms of practice shapes understanding and what happened in the physical structures of the brain during the processes of learning, storing, and retrieving information. This chapter focuses on the findings that are most relevant to assessing school learning. Four perspectives (Differential, Behaviorist, Cognitive, and Situative) are discussed in terms of their views on the process of learning. Specific topics covered in the chapter include: fundamental components of cognition; the nature of subject-matter expertise; the development of expertise; integration of models of cognition and learning with instruction and assessment; and methods of observation and inference. Throughout the chapter, information is integrated with ways of improving assessment of school learning.
|
||||||||||||||||||||||||
Information About PDF
