Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have systematically examined how this unique group of students is currently included in accountability programs. A statewide representative sample of 191 teachers selected a student with ASD and reported on (a) the extent to which the student received instruction according to the general curriculum, (b) the teacher’s academic expectations for the student, and (c) the method by which the student participated in accountability testing. Results indicated that many students were reported to rarely receive instruction according to the general curriculum, and many were reported to participate in an alternate assessment.
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accountability accountability testing Alyssa Hadley Dunn Amita Chudgar ASD assessment Autism Spectrum Disorder beginning teachers Beth Herbel-Eisenmann CEPSE children cognition Common Core comprehension Counseling decolonizing time Educational Psychology educator evaluation EPC equity global governance governing education higher education higher education literature Imberman inclusion intellectual processes international assessment intervention Janine Certo Ken Frank Latino parents laziness leadership learning linguistics literature neoliberalism OECD pedagogy Peter Youngs Riyad Shahjahan Sara Witmer (Bolt) school choice special education