How can students with the most significant cognitive disabilities show what they know related to state grade-level content standards?
Alternate assessments based on alternate achievement standards are available for students with significant cognitive disabilities. These assessments are based on different achievement standards than the regular assessment. That is, the expectations for what these students should achieve in the grade level content can be defined differently from what is required in the grade level achievement definitions, but the essence of the content at grade level should be maintained. Many states provide materials and support to teachers to understand how to use assistive technology, adapt materials from grade-level classroom activities, and give every child access to grade level content. State alternate assessments based on alternate achievement standards are designed with enough flexibility to capture learning in a variety of ways, along with the standardization of procedures to allow comparability.
Related Questions
- Why must students with the most significant cognitive disabilities be assessed using the GAA during middle school, as well as Grade 11 in high school? Why can’t this decision be made later?
- Why should students with disabilities be held to academic content and achievement standards when the IEP process requires an individualized education?
- What is the flexibility allowed under IDEA for special education teachers of students with the most significant cognitive disabilities?
