Grading mainstreamed handicapped pupils has caused considerable consternation for special and regular educators. Because grading practices relating to handicapped pupils have received little attention, this paper investigates the pertinent issues and gives examples. The major purpose is to avoid the confusion caused by arbitrary grading systems. Graders and consumers must be clearly identified, as must the messages intended by the grades. Choosing satisfactory grading formats is discussed. The issues are generalized to all children, including those without handicaps.
A statewide survey of grading practices and opinions regarding mainstreamed handicapped pupils in grades 5 through 12 was undertaken to provide a current data base and to measure agreement concerning practice and opinion among regular educators, special educators, and adminstrators. Almost one-third of the school systems in North Carolina were represented. Results indicated that respondents agreed about mos practices and that opinions about practices were somewhat consistent with opinions about grading. Respondents graded traditionally an d subjectively. Few had written policies concerning the grading of mainstreamed handicapped pupils though many reported unwritten policies at the classroom, school, and system level.
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