In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…

Federal regulations (U.S. Department of Education, 2007a) provide states with the flexibility to offer an alternate assessment based on modified academic achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress, but may not reach grade-level achievement within the…

This study, conducted in 2005-06, identified teacher-initiated instructional strategies currently preferred by practitioners who daily work with English language learners (ELLs) with disabilities. The findings generated in this study could potentially confirm strategies identified in the authors' earlier work (Thurlow et al., 2004) through the…

Examines the implications of Goals 2000, opportunity-to-learn standards, assessment accommodations, and accountability for identifying and promoting educational outcomes for students with disabilities. Discusses outcome-based education and outcome-based assessment and presents some consequences of the most current reform efforts for special and…