Teacher Decision Making in Participation of Students with Disabilities in Large-Scale Assessment

DeStefano, Lizanne; Shriner, James G.; Lloyd, Claire

doi:10.1177/001440290106800101

Cited by 49 publications

(42 citation statements)

References 4 publications

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“…This is surprising given that differentiating instruction benefits all learners, not just students with disabilities. Furthermore, teachers report that their confidence levels are increased when they are exposed to techniques that address inclusion in the classroom (Destefano, Shriner, & Lloyd, 2001). Unfortunately, based on this review, very few courses are dedicated to this topic.…”

Section: Differentiating Instructionmentioning

confidence: 99%

Preparation for Inclusion in Teacher Education Pre-Service Curricula

Allday

Neilsen-Gatti

Hudson

2013

Teacher Education and Special Education

104

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Inclusion of students with disabilities has been practiced and advocated for more than two decades in the United States. This practice involves the placement of students with disabilities in a general education classroom for part or all of the day, and the primary instructor is a general education teacher in collaboration with a special education teacher. The authors reviewed coursework related to inclusion provided to pre-service elementary teachers during their teacher preparation programs. A total of 109 elementary education bachelor's degree programs were examined to determine the number of course hours devoted to inclusion, instruction, and management of students with disabilities. Results suggest that many teacher preparation programs provide instruction related to characteristics of disabilities and some form of classroom management; however, few programs offer courses specifically related to differentiation of instruction for students with disabilities or collaboration between general and special education teachers.

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Section: Differentiating Instructionmentioning

confidence: 99%

Preparation for Inclusion in Teacher Education Pre-Service Curricula

Allday

Neilsen-Gatti

Hudson

2013

Teacher Education and Special Education

104

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“…One critical problem revealed by studies like that of Gibson et al is that IEP teams often make questionable decisions about accommodations. This problem is discussed at some length by Hollenbeck (this issue), who refers to earlier similar findings by DeStefano, Shriner, and Lloyd (2001), Fuchs and Fuchs (2001), and Helwig and Tindal (2003). This problem is particularly disturbing because the IEP team plays an essential role in making accommodation decisions for state and local assessments.…”

Section: Functions Of Researchmentioning

confidence: 98%

Accommodation Research to Guide Practice: Comments on What We Know and What We Need to Know

Malouf

2005

Assessment for Effective Intervention

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This article discusses the research reported in this special issue with respect to implications for policy, practice, and future research. The discussion focuses on the functions of research in reporting, enlightenment and conceptualization, short-run empiricism, and testing for replication. The article concludes by calling for systematic and sustained research on assessment accommodations. This special issue presents an interesting variety of topics and methodologies that represent the larger body of research on assess, ment accommodations. (2003). In discussing the research in this issue, this article will respond to some issues that pertain generally to accommodations research and its implications for policy, practice, and further research. Functions of ResearchSchiller and Malouf (2000) draw from several sources to suggest the following ways that research can contribute to policy and practice : reporting, enlightenment and conceptualization, short-run empiricism, and testing for replication in practice.Reporang. Lindblom and Cohen (1979) describe &dquo;reporting&dquo; as research that provides descriptive information on the prevalence and severity of a problem, where it tends to occur, and how it tends to manifest itself.

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“…For many years, students with disabilities were not included in efforts to implement higher standards and more stringent measures of achievement (DeStefano, Shriner, & Lloyd, 2001). The focus of special education has traditionally been on meeting the Individualized Education Program (IEP) goals and not on district or statewide goals.…”

Section: Curriculum-basedmentioning

confidence: 99%

“…In addition, IDEA 1997 required these students to participate in state and district assessments with accommodations when appropriate. Alternative assessments may be used for students with more severe disabilities who are unable to participate in general statewide assessments (DeStefano et al, 2001;Shriner, 2000;. In short, school systems are now accountable for the education of all students (Thurlow, 1998 Approximately 50% of all states have or will soon have exit or certification exams that high school students have to pass to receive a diploma (Education Commission of the States, 2000).…”

Section: Curriculum-basedmentioning

confidence: 99%