"Bolt and Roach have deep knowledge of the options for including students with disabilities in large-scale assessments. This book provides clear and balanced coverage of research, practice, and policy. Chapters on universal design and general curriculum access also provide a link between assessment and instruction....An excellent resource for professional development." - Diane Browder, College of Education, University of North Carolina Charlotte, USA
"This book is well written, comprehensive, and extremely useful. It provides guidelines on how to make assessments accessible to students with disabilities and English language learners, emphasizing the importance of giving these students equal opportunities to learn. Useful recommendations include ways to monitor performance over time and provide needed professional development to educators. Issues concerning the accountability provision of NCLB are carefully discussed, and sound suggestions for compliance are given." - Jamal Abedi, School of Education, University of California, Davis, USA
"It gave me great pleasure to read this book....I have no doubt that educators will find this resource extremely useful as they make decisions about instruction and assessment for these students, who previously were often excluded from assessments." - Martha L. Thurlow, Director, National Center on Educational Outcomes, University of Minnesota, USA
"This book is broad enough to provide educators with a conceptual and contextual frame of reference, yet specific enough to offer practices and procedures with immediate applicability. It is systematic, empirically based, and grounded in current legal and policy mandates. Thorough discussions of issues in testing students with diverse needs are illustrated with practical examples. I would use this text in an introductory graduate-level special education or school psychology course that deals with assessment. Students will benefit from the effective balance of breadth and depth, which will allow them to 'see the forest through the trees.'" - Gerald Tindal, CastleMcIntoshKnight Professor of Education, College of Education, University of Oregon, USA
"Bolt and Roach have deep knowledge of the options for including students with disabilities in large-scale assessments. This book provides clear and balanced coverage of research, practice, and policy. Chapters on universal design and general curriculum access also provide a link between assessment and instruction....An excellent resource for professional development." - Diane Browder, College of Education, University of North Carolina Charlotte, USA
"This book is well written, comprehensive, and extremely useful. It provides guidelines on how to make assessments accessible to students with disabilities and English language learners, emphasizing the importance of giving these students equal opportunities to learn. Useful recommendations include ways to monitor performance over time and provide needed professional development to educators. Issues concerning the accountability provision of NCLB are carefully discussed, and sound suggestions for compliance are given." - Jamal Abedi, School of Education, University of California, Davis, USA
"It gave me great pleasure to read this book....I have no doubt that educators will find this resource extremely useful as they make decisions about instruction and assessment for these students, who previously were often excluded from assessments." - Martha L. Thurlow, Director, National Center on Educational Outcomes, University of Minnesota, USA
"This book is broad enough to provide educators with a conceptual and contextual frame of reference, yet specific enough to offer practices and procedures with immediate applicability. It is systematic, empirically based, and grounded in current legal and policy mandates. Thorough discussions of issues in testing students with diverse needs are illustrated with practical examples. I would use this text in an introductory graduate-level special education or school psychology course that deals with assessment. Students will benefit from the effective balance of breadth and depth, which will allow them to 'see the forest through the trees.'" - Gerald Tindal, CastleMcIntoshKnight Professor of Education, College of Education, University of Oregon, USA
