Date of Award
Spring 5-2-2020
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Andrew Courtner
Second Advisor
Shannon Collins
Third Advisor
Joshua Tipton
Abstract
In accordance with the Every Student Succeeds Act (2015), Tennessee developed alternate academic standards and an alternate assessment for students with significant cognitive disabilities. This study examined teacher perceptions of the alternate academic standards and alternate assessment in Northeast Tennessee. The researcher interviewed nine teachers of students with significant cognitive disabilities who had used the alternate academic standards and alternate assessment with their students in Northeast Tennessee. The study found that the teachers interviewed did not see the value in using the alternate state standards or alternate assessment with their students. The implications of this study included a need for the state to revise and change the current alternate academic standards and alternate assessment in Tennessee to make them more accessible and appropriate for students with significant cognitive disabilities.
Keywords
Tennessee, Qualitative research, Disabilities, Every Student Succeeds Act
Recommended Citation
Bakely, Jodie, "TEACHERS’ PERCEPTIONS OF ALTERNATE ACADEMIC STANDARDS AND ALTERNATE TESTING IN NORTHEAST TENNESSEE" (2020). Ed.D. Dissertations. 17.
https://digitalcommons.lmunet.edu/edddissertations/17
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Secondary Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
