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      Considerations on Alternate Assessments - NCLB Regulations for Alternate and Modified Academic Achievement Standards

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      https://www.riss.kr/link?id=A76440284

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        Attention to academic assessment for students with disabilities is currently increasing. Recently, the Korean Ministry of Education, Science and Technology announced the Third Five-Year Plan for the Special Education Reform including academic assessment for students with disabilities and testing accommodations. This paper reviews and discusses the nature and historical context of alternate assessments in the U. S.. Especially, this paper highlights the characteristics and issues of alternate assessments based on two sources: NCLB 2003 regulations for the students with the most significant cognitive disabilities and NCLB 2007 regulations articulating for students with persistent learning problems. Given the empirical evidence from U. S. situations, several implications on including students with disabilities in accountability systems in Korea are discussed.
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        Attention to academic assessment for students with disabilities is currently increasing. Recently, the Korean Ministry of Education, Science and Technology announced the Third Five-Year Plan for the Special Education Reform including acade...

        Attention to academic assessment for students with disabilities is currently increasing. Recently, the Korean Ministry of Education, Science and Technology announced the Third Five-Year Plan for the Special Education Reform including academic assessment for students with disabilities and testing accommodations. This paper reviews and discusses the nature and historical context of alternate assessments in the U. S.. Especially, this paper highlights the characteristics and issues of alternate assessments based on two sources: NCLB 2003 regulations for the students with the most significant cognitive disabilities and NCLB 2007 regulations articulating for students with persistent learning problems. Given the empirical evidence from U. S. situations, several implications on including students with disabilities in accountability systems in Korea are discussed.

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