Preferences and Attitudes toward Accommodations of Traditional Assessment in Secondary Social Studies Classrooms Available to Purchase

With the passage of the No Child Left Behind Act and the reauthorization of The Individuals with Disabilities Education Act, inclusion of children with special needs is no longer just something to think about. Teachers are often faced with the dilemma of how to appropriately educate these students in the regular classroom. One area that is often a major concern is assessment. This paper looks specifically at assessment in the regular social studies classroom and the adaptations and modifications social studies teachers most frequently use.