A Literature Review of Evidence-Based Literacy Assessment and Instruction Practices for English Learners with Significant Cognitive Disabilities. NCEO Report 422 /

A Literature Review of Evidence-Based Literacy Assessment and Instruction Practices for English Learners with Significant Cognitive Disabilities. NCEO Report 422 / Kristin K. Liu, Martha L. Thurlow and Sheryl S. Lazarus.

The Every Student Succeeds Act (ESSA) requires 95% participation in state achievement testing. Students with the most significant cognitive disabilities participate in states' alternate assessments based on alternate academic achievement standards (AA-AAAS). A growing number of these students a...

Full description

Saved in:
Bibliographic Details
Online Access: Full Text (via ERIC)
Main Authors: Liu, Kristin K., Thurlow, Martha L. (Author), Lazarus, Sheryl S. (Author), Dosedel, Michael (Author)
Corporate Authors: National Center on Educational Outcomes, Applied Engineering Management Corporation (AEM), Council of Chief State School Officers (CCSSO), National Association of State Directors of Special Education (NASDSE), WestEd
Format: eBook
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2020.
Subjects:
Students with Disabilities.
Intellectual Disability.
Autism.
Pervasive Developmental Disorders.
Multiple Disabilities.
English Language Learners.
At Risk Students.
Evidence Based Practice.
Literacy Education.
Student Evaluation.
Evaluation Methods.
Special Education.
Disability Identification.
Severe Disabilities.
Intervention.
Student Needs.
Technology Uses in Education.
Educational Technology.
Language Usage.
Family Environment.
Language of Instruction.
Communication Skills.
Educational Environment.
Educational Legislation.
Elementary Secondary Education.
Federal Legislation.
Equal Education.

Internet

Full Text (via ERIC)

Similar Items