Evidence-Based Practices for Students with Severe Disabilities and the Requirement for Accountability in “No Child Left Behind”

To define what is special about the education of students with severe disabilities, this article provides a snapshot of research-based practices that are relevant to the “No Child Left Behind” (NCLB) focus on accountability. The NCLB requirement to assess all students in reading, math, and science i...

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Bibliographic Details
Published inThe Journal of special education Vol. 37; no. 3; pp. 157 - 163
Main Authors Browder, Diane M., Cooper-Duffy, Karena
Format Journal Article
LanguageEnglish
Published Los Angeles, CA Sage Publications 01.11.2003
SAGE PUBLICATIONS, INC
PRO-ED, Inc
Subjects
Accountability
Educational Change
Educational evaluation
Educational Improvement
Educational Needs
Educational Research
Educational Strategies
Federal Legislation
Federal Programs
Individualized Education Programs
Individualized Instruction
Learning disabilities
National Surveys
No Child Left Behind Act 2001-US
Scientific Research
Severe Disabilities
Special Education
Students
Teaching Methods
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Summary:To define what is special about the education of students with severe disabilities, this article provides a snapshot of research-based practices that are relevant to the “No Child Left Behind” (NCLB) focus on accountability. The NCLB requirement to assess all students in reading, math, and science is contrasted to the functional approach typical of skill acquisition research for this population. The concept of adequate yearly progress is addressed by reviewing the types of instructional strategies that would most likely yield progress. Information is also provided on the extent to which teachers use research-based strategies. We conclude that prior research provides guidance for how to select and teach skills even though new applications for academics are needed.
ISSN:0022-4669
1538-4764
DOI:10.1177/00224669030370030501