Date of Conferral
2021
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Cathryn White
Abstract
A school in Virginia serves students with significant cognitive disabilities (SWSCDs) whose full scale IQ scores are 40 and below. The problem is the SWSCDs were administered the Virginia Alternate Assessment Program (VAAP) and did not perform well from 2017 to 2019. As a result, the school did not receive state accreditation. The purpose of this study, guided by Pellegrino’s conceptual framework on how students construct knowledge, was to examine (a) teachers’ perspectives of and experiences with administering the VAAP, (b) how the VAAP measures student achievement and growth, and (c) the support teachers need from administrators. In this qualitative case study, semistructured interviews were conducted via a video platform with a purposeful sample of 10 teachers who met the criteria of having previous experience with teaching SWSCDs and administering the VAAP. Data were analyzed for emerging codes, categories, and themes. Primary themes revealed convergences of perspectives and advocacy around VAAP appropriateness, cognitive severity and capacity, inclusion of functional skills, equity, and needed support. As a result, the findings showed that teachers both perceive the VAAP as inappropriate for measuring the achievement and growth of SWSCDs with severe to profound intellectual disabilities and advocate on behalf of these students. A position paper for stakeholders on the findings regarding VAAP design, administration, and support needed by teachers may promote social change by informing decision-making and policies related to use of the VAAP for this student population.
Recommended Citation
Miller, Sametrian, "Teachers’ Perceptions of the Administration of the Virginia Alternate Assessment Program to Students with Significant Cognitive Disabilities" (2021). Walden Dissertations and Doctoral Studies. 10665.
https://scholarworks.waldenu.edu/dissertations/10665
