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To improve achievement outcomes, the article emphasizes designing comprehensive, accessible assessment policies aligned to the specific needs of ELLs with disabilities, enabling tests to more accurately reflect student knowledge and inform school 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Disabilities  \nEducational Policy 2017, Vol. 31(5) 551–583 © The Author(s) 2015  \nReprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/0895904815613443](DOI: 10.1177/0895904815613443)  \n[journals.sagepub.com/home/epx](journals.sagepub.com/home/epx)  \nKristin K. Liu 1, Jenna M. Ward 1,  \nMartha L. Thurlow 1, and Laurene L. Christensen 1  \nAbstract  \nThis article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities make up roughly 9% of the rapidly increasing ELL population nationwide. In spite of the small overall percentage of students that they represent, this group experiences significant learning and assessment challenges. In the context of successfully educating all students to high standards, it is important for state education agencies, policymakers, and local education agencies to improve achievement outcomes for these students. One of the first steps in improving test performance is to design and implement comprehensive and accessible assessment policies, and consequently assessments, that address the specific needs of ELLs with disabilities. Doing so will give them the chance to demonstrate the knowledge and skills they have, thus allowing the test results to more accurately show areas for school improvement.  \nKeywords  \nassessment, English language learners, disability  \n1 University of Minnesota, Minneapolis, MN, USA  \nCorresponding Author:  \nKristin K. Liu, National Center on Educational Outcomes, University of Minnesota, 207 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455, USA.  \nEmail: [kline010@umn.edu](kline010@umn.edu)  \nIntroduction  \nK-12 students with disabilities often are marginalized by being placed in segregated instructional settings with lower academic expectations, and by being excluded from state assessments required for students without disabilities (National Center for Learning Disabilities, 2007) . To raise expectations for students, federal special education legislation (Individuals With Disabilities Education Act [IDEA], 2004) requires educators to provide equal access to mainstream, grade-level instruction and assessment for K-12 students with disabilities in public schools. Students with disabilities are expected to be served in the least restrictive environment, which for most students is the general education classroom. Legislation also requires, to the extent possible, that students with disabilities participate, with appropriate supports and services, in the same grade-level curriculum as their peers without disabilities (Cortiella, 2006; IDEA, 2004; No Child Left Behind Act of 2001). According to the National Center for Learning Disabilities (2007),  \n. . . The vast majority of students receiving special education in our nation’s schools—some 85 percent—are found eligible under a disability category that in no way precludes them from—with appropriate services and supports—functioning at or above grade level or from achieving proficiency on a state’s academic content standards in reading and math. (p. 8)  \nIn addition to participating in grade-level curricula and instruction, students with disabilities also must participate in school, district, and state assessment systems along with their peers without disabilities (Cortiella, 2006; IDEA, 2004; No Child Left Behind Act of 2001) . Exclusion from state accountability assessments, those designed to improve the quality and effectiveness of education systems, has been a particular challenge for students who are dually identified as both a student with a disability and an English language learner (ELL; Altman et al., 2008; Rieke, Lazarus, Thurlow, & Dominguez, 2013; U.S. Department of Education, 2","cbCaisJbcQyCVfZY","https://ap.wps.com/l/cbCaisJbcQyCVfZY","pdf",737657,33,"English","# Abstract\n# Introduction\n## Legal and policy requirements for inclusion\n## Challenges for students with dual identification\n## Background and prior work\n## Controversies and article purpose","[{\"question\":\"What is the main goal of the article?\",\"answer\":\"The article aims to inform policymakers about the background and characteristics of K-12 ELLs with disabilities relevant to developing targeted assessment policies.\"},{\"question\":\"Why is accessible assessment policy important for ELLs with disabilities?\",\"answer\":\"Appropriate policies and accessible assessments help these students demonstrate their knowledge and skills, making assessment results more reflective of areas needing school improvement.\"},{\"question\":\"What challenge do students with both a disability and ELL status face in state assessments?\",\"answer\":\"They may be excluded from state accountability assessments, creating a particular challenge for dually identified students.\"}]","Large-Scale Assessment and English Language Learners With Disabilities - 2017 | PDF",1792094861,83]