Publications were identified using the methods below. Researchers searched four databases, as well as both Google and Google Scholar, using the keywords below, and hand-searched a number of journals back to 1995. Researchers also scanned the Web sites of research centers and consortia for relevant publications.
Publications should reflect one of the following:
Investigation of AA-AAS validity, alignment, administration, and use.
Teachers', parents', and administrators' knowledge or perceptions of AA-AAS, as well as descriptive studies on AA-AAS administration and use.
Standards-based content-alignment and academic instruction for students with significant cognitive disabilities.
Policy and reform related to standards-based instruction and assessment for students with significant cognitive disabilities, including articles on NCLB/ESEA and IDEA as they pertain to students with significant cognitive disabilities.
Articles published after 1995
Databases and Search Engines
Review of four research databases: ERIC, Digital Dissertations, Education Full Text, and PsychInfo
Google and Google scholar
alternate achievement standards
assessment (severe or significant) disabilities
(NCLB or ESEA) (severe or significant) disabilities
accountability assessment (severe or significant) disabilities
standards reform (severe or significant) disabilities
large-scale assessment (severe or significant) disabilities
content alignment (severe or significant) disabilities
growth models (severe or significant) disabilities
standards instruction (severe or significant) disabilities
Center for Assessment (http://www.nciea.org)
UNC-C General Curriculum Projects (http://education.uncc.edu/access)
NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.