An Analysis of Accommodations Issues from the Standards and Assessments Peer Review. Technical Report 51.
A report commissioned by the Accommodations Monitoring Study Group of the Assessing Special Education Students State Collaborative on Assessment and Student Standards. It is the second in a three-part series providing information to states about the monitoring of accommodations to address the question of how states meet the NCLB requirement to routinely monitor the extent to which test accommodations are consistent with those provided during instruction, specifically for students with IEPs. This technical report provides a comprehensive analysis of the peer review guidance information and the methodology used in the research, as well as summarizing themes found across multiple peer reviews of state assessment systems. The first report in the series is Hints and Tips for Addressing Accommodations Issues for Peer Review.
Accommodations and Modifications: What Parents Need To Know = Facilidades y modificaciones: Lo que los padres necesitan saber.
This English-Spanish language booklet is designed to help parents understand two important features of special education services, accommodations and modifications for students with disabilities. Examples of accommodations and modifications are provided, federal laws requiring schools to provide accommodations and modifications are cited, and eligibility is explained. Information is also provided on how decisions are made for children with disabilities and written in Individualized Education Programs. Section 2 of the booklet provides examples of accommodations for a variety of learning problems, including examples of assistive technology. Accommodations are listed for students with disabilities who are having difficulty reading, students with disabilities who have difficulty maintaining attention, following ideas, and interpreting information, and students with disabilities who have problems with learning mathematical concepts and processes. Accommodations are also listed for students who have difficulties for specific kinds of classroom assignments, including problems with written assignments and assessments, with following instructions, with completing assignments, with organization, and with taking tests. The third section focuses on modifications to course requirements, curriculum expectations, and alternate assessments. The final section emphasizes the importance of teacher and parent collaboration and the need to monitor the impact of any accommodation or modification. (CR) Reproductions supplied by EDRS are the best that can be made from the original document. Accommodations and Modifications: What Parents Need To Know = Facilidades y modificaciones: Lo que los Padres Necesitan Saber
Frontal cognitive dysfunction in juvenile myoclonic epilepsy
Purpose: The aim of the present study was to investigate the possible frontal cognitive dysfunction in patients with juvenile myoclonic epilepsy (JME) and to compare the results with those of patients with frontal lobe epilepsy (FLE) and temporal lobe epilepsy (TLE), as well as with controls.