Misperceptions related to the alternate assessment based on alternate achievement standards (AA-AAS) continue in the field. Three misperceptions identified in the section on alternate assessment are addressed in this response: the perception that grade-level content is inappropriate for students with significant cognitive disabilities; the view that functional skills should be the primary content taught to students with significant cognitive disabilities; and the belief that alternate assessments reduce opportunities for inclusion or other instructional opportunities. The field is encouraged to focus on how to ensure that standards-based reforms result in better outcomes for students with significant cognitive disabilities, including increased participation in inclusive settings and access to the content in those settings. Doing this can be promoted by identifying a theory of action that includes curriculum, instruction, professional development, classroom assessments, and accountability assessments.
Bibliographical noteFunding Information:
The preparation of this paper was supported, in part, by a cooperative agreement between the National Center on Educational Outcomes, University of Minnesota, and the U.S. Department of Education Office of Special Education Programs. The contents of the paper do not necessarily represent the poliy or opinions of the U.S. Department of Education or Offices within it.
© The Author(s) 2014.
Copyright 2015 Elsevier B.V., All rights reserved.
- Standards-based reform