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How can students with disabilities be fully included in educational accountability measures?

How can we more effectively meet the needs of youth with disabilities in the juvenile justice system and help students at risk for involvement with the juvenile justice system?

To increase our understanding of these issues Kimber Malmgren and colleagues are investigating curriculum, assessment, and accountability practices and polices in correctional educational schools for committed youth. They're also examining secondary day treatment and residential schools for students with emotional and behavioral disorders.
The study investigates alignment of policies across three levels: school, local education agency, and state. The project also identifies teacher instructional adaptations and assessment accommodations in mathematics and English for secondary students with learning and behavioral disabilities in these alternative settings.

The first phase of the study involves a national survey of principals and special education teachers of reading, English, and math in these alternative educational settings.

The research is funded by a 3-year grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services. For more information, see http://drjc.wceruw.org.