Education and Alternate Assessment for Students with Significant Cognitive Disabilities: Implications for Educators

Creator

Mary C. Zatta
Diana C. Pullin

Files

Publisher

Arizona State University, University of South Florida

Publication Date

April 2004

Abstract

… This paper describes some of the ways in which alternate assessment as part of standards-based education reform may impact students with significant cognitive disabilities. It provides an overview of state efforts to implement alternate assessments for students with significant cognitive disabilities, followed by an example of how one state has begun to implement alternate assessment through the Massachusetts Alternate Assessment (MCAS-Alt/Massachusetts Comprehensive Assessment System Alternate).

Keywords

Special education, Education evaluation, Academic achievement

Extent

27

Geographic Location

Massachusetts

Volume

12

Issue

15

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Zatta, M., Pullin, D., (2004, April 10). Education and alternate assessment for students with significant cognitive disabilities: Implications for educators. Education Policy Analysis Archives, 12(16). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n16.

Identifier

E11-00365

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Zatta, Mary C. and Pullin, Diana C., "Education and Alternate Assessment for Students with Significant Cognitive Disabilities: Implications for Educators" (2004). Education Policy Analysis Archives (EPAA). 143.
https://digitalcommons.usf.edu/usf_EPAA/143