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There are increasing demands of accountability for improved student achievement, hence the challenges for governments, school systems, and educators to promote the development of teacher preparation and educational practices that assimilate precise strategies and alternate assessment tools for effective use in the classroom. This research study looks at the level and type of preparation given to teachers prior to the administering of the alternate assessment offered to students with significant cognitive disabilities to indicate students’ contribution to the schools’ academic progress or failure. Results of this study provide informative guidelines to all stakeholders in the business of training and preparing teachers to become more knowledgeable and efficient and hence demonstrate positive attitude toward this form of assessment.

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