title: The implications of No Child Left Behind for students with developmental disabilities.
abstract: In a review of current research and the No Child Left Behind (NCLB) legislation, this paper focuses on two specific issues: (a) how students with developmental disabilities show adequate yearly progress, including a description of the assessments in which this population may participate, and (b) the policy issues surrounding NCLB including technical requirements of alternate assessments, alignment of content standards, assessments, and instruction, the requirement of all teachers to be highly qualified, and the relationship between NCLB and the Individuals with Disabilities Education Improvement Act (IDEA, 2004). Areas for future research are identified through a review of relevant literature.
authors.affiliation: Department of Educational Leadership, University of North Carolina at Charlotte, Charlotte, North Carolina 28223, USA. slwakema@email.uncc.edu
authors.forename: Shawnee Y
authors.initials: SY
authors.lastname: Wakeman
authors.forename: Diane M
authors.initials: DM
authors.lastname: Browder
authors.forename: Irene
authors.initials: I
authors.lastname: Meier
authors.forename: Ann
authors.initials: A
authors.lastname: McColl
mesh_terms: D002648:Child; D002658:Developmental Disabilities; D004519:Education, Special; D006801:Humans; D011640:Public Policy; D012944:Social Support; D013663:Teaching / Q000592:standards; D014481:United States