Inclusion of Students with Disabilities and Limited English Proficient Students in Large-Scale Assessments: A Summary of Recent Progress

摘要

The purpose of this report is to describe recent efforts to increase the participation of students with disabilities and of limited English proficient (LEP) students in large-scale assessments. Inclusive assessment systems are receiving increased attention at the federal, state, and local levels, with much activity occurring in recent years. These include the efforts being made by many state assessment programs, as well as those being made by the National Assessment of Educational Progress (NAEP). Gathered together in this report is a summary of the activities of many organizations, inside and outside the Federal government, devoted to promoting greater inclusion of students with disabilities and LEP students in large-scale assessments. The report serves as a compendium of approaches to inclusion and describes criteria for including students with disabilities and LEP students, modifications to assessment conditions and to the assessments themselves (accommodations and adaptations) that make it possible for students with special needs to participate, and ongoing research. This volume may be viewed as an introduction to current developments in inclusion in large-scale assessment, and as a resource for further exploration of the topic. References to organizations active in the area of inclusion are provided within the text, and the report concludes with extensive lists of references and resources.