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Alternate Assessments for Students With Disabilities Workbook ed. Edition

ISBN-13: 978-0761977742
ISBN-10: 0761977740
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Editorial Reviews

Review

"The authors clearly explain the "why" of alternate assessment and support this with lots of "how to" information throughout the book. It is hard to imagine there would be a teacher or administrator out there who wouldn’t gain valuable new skills from reading this book." 

(Victor Nolet)

About the Author

Sandra Thompson, Ph.D. serves as a Research Associate at the National Center on Educational Outcomes (NCEO) at the University of Minnesota, where she has been responsible for state survey research activities that document the status of outcomes for students with disabilities, current assessment policies and practices, and involvement with IDEA activities. Dr. Thompson has an extensive background in preparing students with disabilities for successful adult lives.

 



Rachel Quenemoen, M.S., is the National Center on Educational Outcome’s (NCEO) Technical Assistance and Dissemination Area Leader, and a specialst in "research into practice" efforts. She has 25 years of experience as an educational sociologist and as a parent of a young person with a disability.

 



Martha L. Thurlow, Ph.D., is Director of the National Center on Educational Outcomes in the Institute on Community Integration (University Center for Excellence in Developmental Disabilities) at the University of Minnesota. In this position, she addresses the implications of contemporary U.S. policy and practice for students with disabilities and English Language Learners, including national and statewide assessment policies and practices, standards-setting efforts, and graduation requirements. Dr. Thurlow has conducted research for the past 35 years in a variety of areas, including assessment and decision making, learning disabilities, early childhood education, dropout prevention, effective classroom instruction, and integration of students with disabilities in general education settings. She has published extensively on all of these topics, and also recently completed serving as co-Editor with Bob Algozzine of Exceptional Children, the research journal of the Council for Exceptional Children. Dr. Thurlow is a co-author of several books, including Testing Students with Disabilities, Improving Test Performance of Students with Disabilities, Alternate Assessments for Students with Disabilities, and Critical Issues in Special Education. Dr. Thurlow was one of the original developers of the dropout prevention program Check and Connect, which was empirically tested, and replicated in several settings. She is the author of numerous reports, journal articles and chapters on the topic of dropouts and dropout prevention, and also addresses the dropout problem within the current context of federal legislation, high stakes testing, and standards-based education.



Jim Ysseldyke, Ph.D., is Birkmaier Professor in the Department of Educational Psychology, director of the School Psychology Program, and director of the Center for Reading Research at the University of Minnesota. Widely requested as a staff developer and conference speaker, Ysseldyke brings more than 30 years of research and teaching experience to educational professionals around the globe.

As the former director of the federally funded National Center on Educational Outcomes, Ysseldyke conducted research and provided technical support that helped to boost the academic performance of students with disabilities and improve school assessment techniques nationally. Today, he continues to work to improve the education of students with disabilities.

The author of more than 300 publications on special education and school psychology, Ysseldyke is best known for his textbooks on assessment, effective instruction, issues in special education, and other cutting-edge areas of education and school psychology. With A Practical Approach to Special Education for Every Teacher, Ysseldyke seeks to equip educators with practical knowledge and methods that will help them to better engage students in exploring―and meeting―all their potentials.

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