Shifting Paradigms for Students with Significant Cognitive Disabilities: State and National Collaboration in Arizona | Impact | Winter 2018/19 Volume 31, Number 2
Shifting Paradigms for Students with Significant Cognitive Disabilities: State and National Collaboration in Arizona describes how the state of Arizona, a member of the Multi-State Alternate Assessment (MSAA) consortium, has worked to raise academic expectations for students with the most significant cognitive disabilities. A key to this work has been monitoring and sharing relevant data with Arizona educators. The data include information on the characteristics of students with significant cognitive disabilities and their instructional placement, as well as post-school outcomes for students with intellectual disabilities. The article describes professional development efforts to help educators understand, and act on, the data.