The Alignment of Alternate Assessment Content with Academic and Functional Curricula

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Alignment of the Intended, Planned, and Enacted Curriculum in General and Special Education and Its Relation to Student Achievement (2010, background): “The majority of alignment research in special education is currently focused on alternate assessments (e.g., Browder et al., 2004; Flowers, Browder, & Ahlgrim-Delzell, 2006; Roach, Elliott, & Webb, 2005).”
Aligning Instruction with Academic Content Standards: Finding the Link (2006, background): “Browder et al. (2004) examined the alignment of the content of alternate assessments to academic standards and functional life domains through expert review of state extended standards provided in state alternate assessment materials (i.e., performance indicators).”
Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011) (2012, unknown): “This evolution was described in some detail by Browder et al. (2004) who considered what was occurring in the early development of alternate assessments.”
Promoting Access to the General Curriculum Using Peer Support Strategies (2006, background): “Schools are being called upon to provide students with disabilities with meaningful access to the same challenging and relevant curriculum established for students without disabilities (Browder et al., 2004; Wehmeyer, Sands, Knowlton, & Kozleski, 2002).”