Overview

The Individuals with Disabilities Education Act of 2004 (IDEA) requires states to develop and implement alternate assessments for students with significant cognitive disabilities who cannot participate in state and districtwide assessments, even with accommodations. State English language proficiency (ELP) assessments are included in this requirement. To develop high quality alternate assessments of ELP, developers will need to know how English learners (ELs) with significant cognitive disabilities communicate. Having this knowledge will help lead to improved decision making about whether these students are ELs and whether they should participate in alternate assessments of ELP.

 

Recent Publications

NCEO Reports: Providing English Language Development Services to English Learners with Disabilities: Approaches to Making Exit Decisions (NCEO Report 404)

Formats: Online , PDF

Variables Used by States in the Calculation of Annual Measureable Achievement Objectives (AMAOs) for Title III Reporting

Formats: PDF

NCEO Reports: 2013-14 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#401)

Formats: Online , PDF

White Paper on English Language Learners with Significant Cognitive Disabilities

Formats: PDF

NCEO Brief: Exploring Alternate ELP Assessments for ELLs with Significant Cognitive Disabilities (#10)

Formats: Online , PDF

NCEO Technical Reports: 2010-11 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#68)

Formats: Online , PDF