Abstract
This study investigated: (a) the degree to which one rural state's alternate assessment influenced daily instruction and IEP development for students with the most significant cognitive disabilities; and (b) in those instances in which teachers reported no influence or a negative influence on daily instruction or IEP development, the reasons teachers gave for these phenomena. The results of this survey support other findings that teachers perceive the alternate assessment to have a greater influence upon daily instruction than upon IEP development (Towles-Reeves, in press). Implications for teacher support and training in alternate assessments, especially in rural areas, are discussed.
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