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The purpose of this study was to investigate the views of special education directors toward communitybased vocational instruction (CBVI). Participants included a non-proportional random sample of 47 directors from one state who completed an online or paper-based survey. Independent variables were directors' years of experience, geographic location, whether the district provided CBVI in the summer, and the curriculum of students who participated in CBVI. Data were analyzed using descriptive and inferential statistics along with a content analysis of open-ended questions. Results indicate that respondents support the use of CBVI and experience few barriers to implementation. Insufficient staff and inadequate public transportation were the highest rated barriers. Views regarding the intensity with which CBVI should be provided and the age and types of students who should receive CBVI differed from practices recommended in the field. Significant group findings were evident for the variables of years of experience and curriculum of students who participated in CBVI. [ABSTRACT FROM AUTHOR]

One of the primary challenges in developing effective accountability systems is determining how best to include students with disabilities. The purpose of this paper is to report on the initial implementation of one option for including students with disabilities into the accountability system in the United States. In 2007, federal guidance allowed states to develop an Alternate Assessment based on Modified Academic Achievement Standards (AA-MAS) for a small group of students with disabilities. An evaluation of the development and implementation of this assessment within one state, Pennsylvania, is presented. Lessons learned and recommendations are offered for educational leaders considering developing an alternate assessment as a method to include additional students with disabilities into accountability systems. [ABSTRACT FROM AUTHOR]