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- TIES Center Briefs: Understanding the Role of Paraprofessionals in Your Child’s Education in Inclusive Classrooms (TIES Center Brief #7)
Paraprofessionals should be available to students with significant cognitive disabilities in the inclusive classroom. Depending on each student’s needs, paraprofessionals may provide supports, including supports for instruction, communication, or movement. The purpose of this Brief is to address what qualities, knowledge, and skills paraprofessionals must have; what paraprofessionals should be expected to do; and what supports paraprofessionals need for success. This Brief also provides examples of appropriate use of paraprofessionals in inclusive classrooms and some red flags that might indicate a need to adjust paraprofessional support or training.
Published: 11/1/2021 - Accommodations Toolkit: Word Prediction: States’ Accessibility Policies, 2020Formats: Online
This summary of states’ accessibility policies for word prediction is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 8/31/2021 - Accommodations Toolkit: Text-to-Speech (Computer-Generated Voice): States’ Accessibility Policies, 2020Formats: Online
This summary of states’ accessibility policies for computer-generated text-to-speech is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 8/31/2021 - Accommodations Toolkit: Multiple Days: States’ Accessibility Policies, 2020Formats: Online
This summary of states’ accessibility policies for testing over multiple days is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 8/31/2021 - Accommodations Toolkit: Tactile Graphics: ResearchFormats: Online
This fact sheet on tactile graphics is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of tactile graphics as an accessibility feature or accommodation.
Published: 8/31/2021 - NCEO HistoryFormats: Online
This page describes the people involved in the beginning of NCEO’s work and the breadth and growth of that work over the years.
Published: 2021-02-01 - Policy HistoryFormats: Online
This page describes the important policy milestones related to students with disabilities in education over time.
Published: 2021-02-01 - IEPs for Students Who Participate in the Alternate AssessmentFormats: Online
This presentation, focusing on IEPs for students who participate in the alternate assessment, was presented at the Ohio OCALICON autism and disabilities international conference.
Published: 2020-11-11 - NCEO Data Analytics: Participation Rate for 2007-08 to 2016-17 (#14)Formats: Online
This interactive report presents the annual performance data for students with disabilities on state assessment data for 2007-08 to 2016-17 which were analyzed to investigate trends in participation, performance, and accommodations received by special education students in grades 3-8 and high school for each state. In addition, results included the comparison between states and grade levels, as well as state profile.
Published: September 2020 
NCEO Data Analytics: Percentage of Students with IEPs Who Were Assigned Accommodations from 2007-08 to 2016-17 (#13)Formats: OnlineThis interactive report presents data on the number and percentage of students receiving special education services who were assigned accommodations for the state general assessments used for accountability purposes in grades 3-8 and high school from 2007-08 to 2016-17. This report displays data on content area differences, grade level differences, trends over time, accommodations vs. performance, and state profiles.
Published: May 2020
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2016-2017 (#10)Formats: OnlineThis interactive report presents data on the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2016-17 school year, the researchers present information on participation and performance in reading and mathematics statewide assessments. This report includes state profiles for students with disabilities’ participation rates and performance.
Published: December 2019
NCEO Reports: A Summary of the Research on Effects of Test Accommodations: 2015-2016 (#412)The purpose of this report is to present a synthesis of the research on test accommodations published in 2015 and 2016. We summarize the research to review current research trends and enhance understanding of the implications of accommodations use in the development of future policy directions, to highlight implementation of current and new accommodations, and seek to draw valid and reliable interpretations when accommodations are used in testing situations. The literature described here encompasses empirical studies of score comparability and validity studies as well as investigations into accommodations use, implementation practices, and perceptions of their effectiveness. As a whole, the current research body offers a broad view and a deep examination of issues pertaining to assessment accommodations.
Published: November 2019
NCEO Brief: Considerations for States Providing Materials in Braille (#19)The purpose of this brief is to provide information on, and recommendations for, providing appropriate braille materials for students. In November 2012, the U.S. members of the Braille Authority of North America (BANA) voted to adopt Unified English Braille Code (UEB), with implementation of the code to begin in January 2016. Prior to that, braille materials and assessments were provided through English Braille American Edition (EBAE) a "literary" code, and Nemeth Code for Mathematics & Science Notation (Nemeth). Now, math and science materials can be created in UEB only or in Nemeth that is embedded within UEB. This brief examines why providing both options is important to designing appropriate school policies and procedures for braille users.
Published: October 2019
TIES Center Reports: Using Systems Change Efforts to Implement and Sustain Inclusive Education Practices in General Education Settings for Students with the Most Significant Cognitive Disabilities: A Review of the Literature (#102)This report presents the findings from a literature review that examined how systems change efforts can guide initiatives to increase and sustain the placement of students with the most significant cognitive disabilities in inclusive general education settings, as well as increase and sustain opportunities for these students to learn core academic standards-based curriculum through the implementation of inclusive education practices. The report concludes with the identification of several components associated with effective and sustainable systemic change efforts related to the implementation of inclusive practices.
Published: June 2019
NCEO Reports: A Review of the Literature on Measuring English Language Proficiency Progress of English Learners with Disabilities and English Learners (#408)The purpose of this literature review was to identify evidence-based practices used (or recommended for use) to measure progress of English learners (ELs) with disabilities on English language proficiency (ELP) assessments. In this report, we discuss how studies have defined ELP progress and the extent to which studies have examined ELP progress for ELs with disabilities. In addition, we examine the methodologies used to measure ELP progress, the evidence base for the studies, and findings specific to ELs with disabilities. The strength of the evidence base was evaluated based on: (a) transparency of study methods, (b) study samples, and (c) author-identified study limitations.
Published: July 2018
NCEO Brief: Meeting the Needs of ELs with Disabilities in Your State: Making EL Exit Decisions (#13)The purpose of this Brief is to highlight the numbers and characteristics of English learners (ELs) with disabilities and current decision-making processes for exiting these students from EL services. The Brief concludes with recommendations for states to consider as they support districts and schools in making appropriate exit decisions for ELs with disabilities.
Published: September 2017
NCEO APR Snapshot Briefs: 2013-2014 APR Snapshot #12: AA-AAS Participation and Performance (#12)Formats: OnlineThis report provides information on the number of students participating in the Alternate Assessment based on Alternate Achievement Standards (AA-AAS) and the performance of those students, using federally submitted data from the 2013-2014 school year.
Published: October 2016- Assessment Today: How We Got Here and Where We are GoingFormats: Online
In this presentation Dr. Martha Thurlow, Executive Director of the National Center on Educational Outcomes (NCEO) traces the history of the inclusion of students with disabilities in large-scale assessments, addressing the history of assessment for students with disabilities and how the current assessment context and projected future events relate to this history.
Published: 2016-06-30 
NCEO Data Analytics: Graduation Policies for Students with Disabilities Who Participate in States' General Assessments (#3)Formats: OnlineA report presenting the results of a study looking at coursework and exit exam requirements for students with IEPs compared to students without IEPs. This relates to the larger issues of graduation rates and requirements for earning a regular diploma -- issues that interest states as they work to ensure their students are ready for college and career when they leave school with a diploma.
Published: November 2015
NCEO Newsletter: June 2015 issueFormats: OnlineAn issue providing a preview of the National Conference on Student Assessment pre-conference forum that NCEO is holding with the Assessing Special Education Students SCASS - Implementing Accessibility Frameworks for ALL Students. It focuses on the challenges and opportunities of the new context of many assessments - technology based, with new tools available to all students, some accessibility features available to students with documented needs, and accommodations for a defined set of students. The discussion is free and open to the public. Also highlighted in this issue is a new approach that NCEO is taking to present some of its rich data-based reports. NCEO's new series of Data Analytics reports allows the user to obtain customized information about state data and policies. The first report, highlighted in this issue, focuses on graduation requirements for students with significant cognitive disabilities. Look for other topics in the near future! The last article tells how Martha Thurlow was honored at the 2015 Council for Exceptional Children conference in San Diego in April with the CEC Lifetime Achievement Award.
Published: June 2015