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

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