Educating One & All: Students With Disabilities and by Lorraine M. McDonnell, Margaret J. McLaughlin, and Patricia

By Lorraine M. McDonnell, Margaret J. McLaughlin, and Patricia Morison (Editors)

Within the flow towards standards-based schooling, an incredible query sticks out: How will this reform impact the ten% of school-aged little ones who've disabilities and therefore qualify for specified education?In instructing all and sundry, a professional committee addresses the best way to reconcile universal studying for all scholars with individualized schooling for "one" -- the original pupil. The e-book makes options to states and groups that experience followed standards-based reform and that search guidelines and practices to make reform in line with the necessities of distinct education.The committee explores the information, implementation concerns, and legislative projects at the back of the culture of exact schooling for individuals with disabilities. It investigates the coverage and perform implications of the present reform flow towards excessive academic criteria for all students.Educating all and sundry examines the curricula and anticipated results of standards-based schooling and the tutorial adventure of scholars with disabilities -- and identifies issues of alignment among the 2 parts. the quantity records the various inhabitants of scholars with disabilities and their college reviews. simply because techniques to evaluate and responsibility are key to standards-based reforms, the committee analyzes how overview structures presently tackle scholars with disabilities, together with checking out lodgings. The booklet addresses felony and source implications, in addition to parental participation in kid's schooling.

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Next page > < previous page page_28 next page > Page 28 (1995) found that only 10 of 40 recent frameworks show a clear linkage between the framework and the state assessment. The states also vary in their scoring systems and units of accountability. In keeping with the standards-based notion of performance levels, more than half the states with assessments report results using either the percentage of students reaching each of three or more performance levels or the proportion attaining a state goal (National Education Goals Panel, 1996).

This chapter illustrates both the hope and the challenge of standards-based reform by discussing the ideas behind the policy and outlining the conditions that need to be operative if students with disabilities are to be integrated successfully into the standards movement. Subsequent chapters elaborate this theme of promise and pitfalls by analyzing the barriers to be overcome before teaching and testing consistent with standards can be achieved, and by identifying practices that can move the effort in the right direction.

However, the data on which to draw inferences about the degree of public and elite support for the concept of standards and for specific types of standards show a mixed picture. , 1991, 1992). A majority also sees raised standards as a way to encourage students, including ones from low-income backgrounds, to do better in school (Elam and Rose, 1995). Similarly, based on the initial response to the mathematics standards, a sample of federal and state policy makers interviewed in 1991 thought that a broad-based consensus could be reached on curriculum standards (McDonnell, 1994).

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