Adapted Collaborative Strategies for Evaluating
Information provided through traditional standardized psychometric
testing often is inadequate for planning and assessing inclusive education
for children with severe physical, communicative, and/or sensory disabilities.
To address these inadequacies, the University of Michigan, Washtenaw Intermediate
School District, Western Michigan University, and the United Cerebral Palsy
Association of Michigan are developing, implementing, evaluating,
and disseminating adapted cognitive assessment protocols and procedures.
Focused on facilitating full participation in the general education curriculum
and transition planning activities, the ACSESS project is investigating the use of optimal
sensory and response modalities and state-of-the-art assessment techniques
to provide more accurate and comprehensive information regarding these
students’ capabilities and educational needs.
This model will combine best practices in promoting self-determination
of students with disabilities by including the student and parent(s) in
collaborative assessment procedures and decision making with rehabilitation
engineers, psychologists, educators, and physicians.
See the ACSESS Project site for our research results.
Funded by the U.S.
Department of Education, Office of Special Education and Rehabilitative