DOI
https://doi.org/10.25772/987Z-JJ81
Defense Date
2011
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Special Education
First Advisor
Fred Orelove
Abstract
The purpose of this study was to understand the decision-making process used by IEP teams and case managers for students with significant intellectual disabilities who participate in alternate assessments based on aligned academic achievement standards (AA-AAS). Semi-structured in-depth interviews were conducted with case managers for students participating in the Virginia Alternate Assessment Program (VAAP) from school divisions in central Virginia. Traditional inductive data analysis techniques were used to analyze data collected from the in-depth interviews, the researcher’s reflexive field notes and observations, and a review of VAAP training and guidance documents provided by study participants. Findings illuminated the decision-making process of finding students with significant intellectual disabilities eligible to participate in the VAAP and resulted in a visual representation of the decision-making process.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
December 2011