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- Accommodations Toolkit: Paper Format: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for paper format is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Noise Reduction: States’ Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for noise reduction is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Multiple Days: States’ Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for multiple days is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Accommodations Toolkit: Highlighting: ResearchFormats: Online
This fact sheet on highlighting 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 highlighting as an accessibility feature or accommodation.
Published: 12/16/2024 - Accommodations Toolkit: Highlighting: States' Accessibility Policies, 2021Formats: Online
This summary of states’ accessibility policies for highlighting is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 4/5/2022 
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 Synthesis Reports: High Stakes Testing for Students: Unanswered Questions and Implications for Students with Disabilities (#26)Formats: OnlineThis 1997 literature review looks at existing research on the effects of high stakes tests on students, with particular attention to students with disabilities. The review focuses on potential effects on the curriculum, students, student learning, attitudes, school climate, and costs, and offers recommendations for future research and for those people who develop, implement, and evaluate large-scale testing programs.
Published: January 1997
NCEO Synthesis Reports: National Goals, National Standards, National Tests: Concerns for All (Not Virtually All) Students With Disabilities? (#11)Formats: PDFThis report provides an analysis of inclusion as it relations to national goals, national standards, and national tests for students with disabilities. Efforts to address these concerns as well as actions that can be taken to improve services to students with disabilities are described.
Published: November 1993
NCEO Synthesis Reports: Synthesis Report Update 1993: Recent Activities in National Goals, Standards, and Tests (#8)Formats: PDFThis report updates major recent (1993) national initiatives in the areas of (a) the national education goals, (b) standards, and (c) national testing for students with disabilities.
Published: September 1993
NCEO Brief: Suggestions for Aligning Alternate Achievement Standards with WIOA (#16)This Brief provides information on alternate achievement standards and the Workforce Innovation and Opportunity Act (WIOA) of 2014, and makes several suggestions about ways to show that a student who meets a state’s alternate academic achievement standards is on track to pursue postsecondary education or competitive integrated employment. Recommendations are also provided for states on how to build a strong system to support the realization of the intent of the Elementary and Secondary Education Act (ESEA) and WIOA requirements for their students with the most significant cognitive disabilities.
Published: January 2019
Parent Spotlight: Enfoque de los Padres de Familia en los Planes IEP y los Estándares Académicos Esenciales y las Evaluaciones del EstadoFormats: PDFEste folleto fue redactado para proveer información a los padres de familia y a otros con respecto a los Programas Individualizados de Educación (IEPs por sus siglas en inglés) y los estándares académicos recientemente adoptados llamados Estándares Académicos Esenciales y las Evaluaciones del Estado.
Published: April 2014
Moving Your Numbers: Higher Education Guide to Moving Your Numbers: Guide for Administrator Preparation ProgramsFormats: PDFA guide connecting the report, Moving Your Numbers, to the curriculum of administrator preparation programs. It makes the connection by (1) showing how the booklet fits with curricula in such preparation programs (i.e., programs to prepare candidates for various administrative roles), (2) providing discussion questions based on the case studies presented in the booklet, (3) suggesting activities that draw on and extend the content of the case studies, and (4) presenting additional resource materials for exploring the essential educational practices that the booklet targets. Moving Your Numbers provides administrator preparation programs with real-world examples of districts in which a focus on the education of all children--including those with disabilities--guides educators' thinking and practice. These exemplar districts contrast with other districts in which low expectations about certain students' capabilities limit those students' opportunities for learning and eventually depress their academic achievement. Recent policy language characterizes this outcome as the achievement gap, and remedying achievement gaps has become a critical concern in many school districts.
Published: 2012
Moving Your Numbers: Higher Education Guide to Moving Your Numbers: Guide for Teacher Preparation ProgramsFormats: PDFA guide connecting the report, Moving Your Numbers, to the curriculum of teacher preparation programs. It makes the connection by (1) showing how the booklet fits with curricula in such preparation programs (i.e., programs to prepare candidates for various teaching roles), (2) providing discussion questions based on the case studies presented in the booklet, (3) suggesting activities that draw on and extend the content of the case studies, and (4) presenting additional resource materials for exploring the essential educational practices that the booklet targets. Moving Your Numbers provides teacher preparation programs with real-world examples of districts in which a focus on the education of all children--including those with disabilities--guides educators' thinking and practice. These exemplar districts contrast with other districts in which low expectations about certain students' capabilities limit those students' opportunities for learning and eventually depress their academic achievement. Recent policy language characterizes this outcome as the achievement gap, and remedying achievement gaps has become a critical concern in many school districts.
Published: 2012
Moving Your Numbers: Regional/Intermediate Unit Providers: The Critical Role of Regional Providers in Facilitating School District Capacity to Improve Learning and Achievement for Students with DisabilitiesFormats: PDFA guide, based on the Moving Your Numbers report, offering insights into the direction regional providers should take to more effectively support districts and schools in improving outcomes for all students.
Published: 2012
NCEO Synthesis Reports: Outcome-Based Education: Its Relevance to State and National Decision Making (#9)Formats: PDFThis report was developed to propose a framework for applying an outcome-based approach throughout the education system for students with disabilities. The needs of three major levels of the system were examined: local, state, and national. It is argued that it is necessary to define different uses for the term "outcome" in order to achieve consensus and understanding. Matching uses with the needs of the specific levels of the system will help clarify communications and facilitate the process of identifying expected outcomes.
Published: October 1993
NCEO Synthesis Reports: Implications of Outcomes-Based Education for Children with Disabilities (#6)Formats: PDFThis report discusses Outcomes-based education (OBE) and its implications for students with disabilities from the perspective of the National Center on Educational Outcomes (NCEO).
Published: April 1993- Accommodations Toolkit: Human Read-Aloud: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for human read-aloud is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - NCEO Reports: A Summary of the Research on the Effects of K–12 Test Accommodations: 2021 (#438)Formats: PDF
This report provides an update on the state of the research on testing accommodations. Previous reports by the National Center on Educational Outcomes (NCEO) have covered research published since 1999. In this report, we summarize the research published in 2021. During 2021, 12 research studies addressed testing accommodations in the U.S. K–12 education system. The research published in the year 2021 addressed several critical areas such as the effects of accommodations on student performance and educators’ knowledge, perceptions, and implementation practices regarding accommodations. The research also identifies emerging trends such as the use of paper-and-pencil accommodations in digital environments, the role of individualized accommodations, and the increased research in the science, technology, engineering, and mathematics (STEM) content areas.
Published: February 2023 - Accommodations Toolkit: Small Group and Individual Administration: States’ Accessibility Policies, 2022Formats: Online
This summary of states’ accessibility policies for small group and individual administration is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 6/8/2022 - TIES Center Briefs: Debunking Myths about Inclusive Education for Students with the Most Significant Cognitive Disabilities (TIES Center Brief #8)
Controversy often surrounds the inclusion of students with the most significant cognitive disabilities in the general education classroom and curriculum. This is the case even though the Individuals with Disabilities Education Act (IDEA) is clear in its Least Restrictive Environment (LRE) provisions that the presumed education setting for all students with disabilities is the general education classroom. There are many myths about including students with the most significant cognitive disabilities in general education classrooms. This Brief debunks six of them. At the end of each myth there is a short list of related resources.
Published: 2/22/2022