Instructing and Assessing English Learners with Significant Cognitive Disabilities
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The purpose of this report is to identify an evidence base on best practices in English language arts instruction for English learners (ELs) with significant cognitive disabilities whose family may use another language in the home. This report also provides recommendations for important first steps to ensure that ELs with significant cognitive disabilities have access to grade-level curriculum and instruction.
- Educational accountability and assessment
- English Learners with Disabilities
- Assessment Participation
- Alternate Assessments