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In this article, the authors describe the use of curriculum-based measurement (CBM) reading measures within a response-to-intervention (RTI) framework. They examine the characteristics of the measures to illustrate their technical adequacy for use at each tier in an RTI model. Finally, they look...
Students with emotional and behavioral difficulties are often unserved or underserved by schools and by mental health systems. One reason for the underidentification of these students is the current and past definitions of emotional disturbance (ED) specified in federal special education...
In this article, the authors briefly examine the legal requirements for assessing students' eligibility for special education services. They then analyze the major changes regarding assessment for eligibility determination in the Individuals with Disabilities Education Improvement Act (IDEIA)...
Including students with disabilities in the new standards and accountability systems is one of the key challenges facing school districts around the nation. In this article, the authors first address the evolving assessment and accommodations requirements of both the No Child Left Behind Act of...
In this article, the authors highlight the impact of alternate assessment on curriculum content for students with severe disabilities. Alternate assessment is a requirement of the Individuals with Disabilities Education Act (IDEA) Ammendments of 1997 and the No Child Left Behind Act (NCLB) of...
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