DINF Web Posted on December 15, 1997

Individuals with Disabilities Education Act Amendments of 1995

Since the passage of the Kentucky Educational Reform Act (KERA) in 1990, Kentucky has been involved in sweeping educational reform, which has included the development of new expectations for all students and an accountability system that includes all students, with rewards and sanctions for schools. The assessment component of the reform effort, Kentucky Instructional Results and Information System (KIRIS), is demonstrating that all students can be included in a statewide assessment and accountability system.

Students with disabilities participate in KIRIS in one of three ways. First, students may participate in all the components (i.e., Transitional Assessment, Performance Assessment, and Portfolios) of the regular assessment program, just as non-disabled students do, with no accommodations. Second, students with disabilities may participate in all three components of the regular assessment program, with adaptations and modifications. The accommodations, consistent with the student's Individualized Education Program (IEP), may include the use of technology, large-print and Braille texts, scribes, interpreters, or sign language.

Finally, students who meet eligibility requirements participate in the Alternative Portfolio Assessment rather than the regular assessment program. Fewer than one-half of one percent of the total school population participates in the alternative assessments.

Performance scores on the various education assessments contribute to assessing a school's success in improving the level of student performance. The scores of students with disabilities are included, just as are those of non-disabled students (LaCount, 1994).

For students with disabilities, the impact of participation is considerable. According to a fourth grade teacher from Shelby County, Kentucky:

• Including students with disabilities in the assessments has prompted many changes in what "we teach students with disabilities, as well as how we teach. Including all students in the assessments has meant more emphasis on individualizing instruction for each learner; there is more collaboration between special and regular classroom teachers, because we all share the same goals for our students and students know they are working toward those same goals."

• Even more important, "we're seeing real skill growth among the students with disabilities, now that we have higher expectations and more challenging content."

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