Included are severely disabled students, as well as those with mild to moderate language difficulties, hearing impairments, and cognitive or emotional disabilities that hinder learning.
Section 504 of the Rehabilitation Act specifies that “any person who has a physical or mental impairment which substantially limits one or more major life activities, has any record of such an impairment, or is regarded as having such an impairment” qualifies for a free appropriate public education (FAPE).
First, schools are selected, and then students are sampled from within those schools without regard to disability or English language proficiency.
Once students are selected, those previously identified as SD or ELL may be offered accommodations or excluded.
The authors of Accommodating and modifying your classroom environment can help children be successful learners and be an active participant in classroom activities, but remember that deciding which accommodations or modifications you should use will be mostly dependent on the individual child and your teaching objectives.
Consequently, the number of children and adults with special education needs is likely to rise at the same time educators are putting an increased focus on college and career readiness for all.
With more attention focused on inclusive classrooms, it’s in the best interests of teachers and parents to understand the legal requirements, costs and goals of special education programs in public schools.
It is important for NAEP to assess as many students selected to participate as possible. The National Assessment Governing Board, which sets policy for NAEP, has been exploring ways to ensure that NAEP continues to appropriately include as many students as possible and to do so in a consistent manner for all jurisdictions assessed and reported.
Assessing representative samples of students, including students with disabilities (SD) and English language learners (ELL), helps to ensure that NAEP results accurately reflect the educational performance of all students in the target population, and can continue to serve as a meaningful measure of U. In March 2010, the Governing Board adopted a new policy, The policy defines specific inclusion goals for NAEP samples.