Should students with severe disabilities be included in statewide assessments of educational outcomes? Why or why not?

Chapter 9 Order Description Directions: Respond to each of the questions below, using COMPLETE sentences. The assignment is worth 30 points. To earn full credit, submit/send your completed assignment document (w/ question, then response; question, then response; etc.) with no written expression, grammar, or spelling mistakes, via My Gateway, per the due date/time identified on your syllabus. (No email-attached documents accepted.) Chapter 9 7. Should students with severe disabilities be included in statewide assessments of educational outcomes? Why or why not? 8. Should the assessment of students with severe disabilities be administered more frequently than assessment of students without disabilities? Based on what you read in Ch. 9: Why? 9. Why would a measure of the rate of behavior usually be preferred to event recording? 10. Per what you’ve read in Ch. 9: Would you prefer to use continuous and direct methods of recording student performance – or less direct methods that might be reflected in a portfolio? Why? 11. a.What are at least THREE ingredients that could be included in an assessment portfolio for adolescents with severe disabilities? 12.b. Why would those three items (identified in #12 a.) be indicative of progress?