Teacher perceptions and the consequential validity of an alternate assessment for students with significant cognitive disabilities

Journal of Disability Policy Studies

Volumn 18, Issue 3, 2007, Pages 168-175

  Roach, Andrew T ^a   Elliott, Stephen N ^b   Berndt, Sandra ^c  

^a GEORGIA STATE UNIVERSITY   (United States)

^b VANDERBILT UNIVERSITY   (United States)

^c Wisconsin Department of Public Instruction   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 37749043952     PISSN: 10442073     EISSN: None     Source Type: Journal    
DOI: 10.1177/10442073070180030501     Document Type: Article

References (3)

1. Agran, M., Alper, S., & Wehmeyer, M. (2002). Access to the general education curriculum for students with significant disabilities: What it means to teacher. Education and Training in Mental Retardation and Developmental Disabilities, 37, 123-133.
2. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). The standards for educational and psychological testing. Washington, DC: American Educational Research Association.
3. Avramidis, E., & Norwich, B. (2002). Teachers' attitudes toward integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129-147.