Students With Disabilities And NCLB Briefly Explained

Students with disabilities and NCLB Briefly explain, in 6 sentences, the mandates of No Child Left Behind and how it relates to the inclusion or exclusion of testing children with disabilities.

Briefly explain, in 6 sentences, the mandates of No Child Left Behind (NCLB) and how it relates to the inclusion or exclusion of testing children with disabilities.

Paper For Above instruction

The No Child Left Behind Act (NCLB), enacted in 2001, was a significant federal policy aimed at closing the achievement gap among students by emphasizing accountability and standardized testing. It mandated that states develop standards and administer annual assessments to measure the progress of all students, including those with disabilities, to ensure equitable educational opportunities. NCLB required that students with disabilities participate in state assessments, though excluding them was permissible only if the assessments were not appropriate, with accommodations provided as needed. The law emphasized the inclusion of students with disabilities in general education classrooms, promoting the idea of most being tested with their peers to reflect their true progress. This inclusion aimed to hold schools accountable for the performance of all students, fostering an environment of informed instruction and necessary support. However, critics argue that this testing mandate sometimes led to reduced instructional flexibility for students with disabilities or misjudged their abilities, highlighting ongoing debates about appropriate assessment practices for this group.

References

• American Psychological Association. (2017). Standards for educational and psychological testing (11th ed.). American Educational Research Association.
• Department of Education. (2002). No Child Left Behind Act of 2001. https://www.congress.gov/bill/107th-congress/house-bill/1
• Kavale, K. A., & Forness, S. R. (2000). Social skill deficits of students with emotional and behavioral disorders: A review and analysis. Journal of Emotional and Behavioral Disorders, 8(2), 102-115.
• National Center on Educational Outcomes. (2005). Assessing students with disabilities: Link to state policies and practices. University of Minnesota.
• U.S. Department of Education. (2015). Implementing the requirements of NCLB: Ensuring equity and access for students with disabilities. Washington, DC.
• Thurlow, M., Chambers, B., & Teasley, B. (2006). From compliance to equity: A research synthesis of state assessment policies and practices for students with disabilities. National Center on Educational Outcomes.
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• Werts, D., & LeBlanc, L. (2007). Ensuring equity in assessment: A review of policies and practices. Assessment for Effective Intervention, 32(3), 161-171.