Instruction and Assessment for Students With Significant Cognitive Disabilities Who Are English Learners

• In Event: 64.068 - Instruction and assessment for students with significant cognitive disabilities who are English learners

Abstract

The small subset of students with significant cognitive disabilities who are English learners (SCD-EL) are receiving increased focus due to the Every Student Succeeds Act (ESSA; ESSA, 2015) requirement that states provide an alternate English language proficiency assessment for students with SCD-EL and for the first time, specification of alternate achievement standards. Research is needed to better understand the instruction and assessment needs of these students. This study interviewed 10 teachers of students with SCD-EL to ascertain how they identify and meet the unique needs of this student sub-population.

Authors

• Chelsea Nehler, University of Kansas

• Sheila Wells-Moreaux, The University of Kansas

• Amy Clark, The University of Kansas

• Jennifer Burnes, University of Kansas

• Meagan Karvonen, The University of Kansas