Reading outcomes of students with intellectual disability on statewide assessments
Yükleniyor...
Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sage Publications
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Education laws in the U.S. hold schools accountable for including students with intellectual disability on statewide reading assessments. Students with intellectual disability have been taking general or alternate reading assessments over the past two decades. However, very little attention has been given to the results of these assessments. The purpose of this study was to examine reading outcomes of students with intellectual disability on statewide general and alternate assessments in a Midwestern state in the U.S. We also examined whether students with intellectual disability’s reading outcomes varied across traditional and innovative school types. Results from descriptive analyses showed that a very low percentage of students with intellectual disability performed at the proficient level or above on 5th and 8th grades reading assessments. Also, students with intellectual disability’s reading proficiency levels did not significantly differ across school types. Implications of these results are discussed and recommendations for future research are provided
Açıklama
Anahtar Kelimeler
Reading, Statewide assessment, Intellectual disability, School type
Kaynak
Journal of Intellectual Disabilities
WoS Q Değeri
Q3
Scopus Q Değeri
Q1
Cilt
Article in pres
Sayı
Künye
Afacan, K., & Wilkerson, K. L. (2021). Reading outcomes of students with intellectual disability on statewide assessments. Journal of Intellectual Disabilities, 1744629521991409.
