Determining Fair Grades for Students with Special Needs: A Standards-Based Model

Autor/inn/en	Jung, Lee Ann; Guskey, Thomas R.
Titel	Determining Fair Grades for Students with Special Needs: A Standards-Based Model
Quelle	(2007), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Needs Students; Disabilities; Report Cards; Placement; Grades (Scholastic); Individualized Education Programs; Goal Orientation; Relationship; Academic Standards; Parent School Relationship; Parent Student Relationship; Models; Educational Policy; Adjustment (to Environment) + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Berichtszeugnis; Betriebspraktikum; Praktikum; Notenspiegel; Individualized education program; Individualisierendes Lernen; Zielorientierung; Zielvorstellung; Wechselbeziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Analogiemodell; Politics of education; Bildungspolitik
Abstract	Grades, report cards, and other progress reports are important vehicles for communicating with families about their children's strengths, areas to target, and interventions that can be used at home. For families of children with disabilities, accurate information on learning progress is essential for understanding intervention effectiveness and making placement decisions. Of all required components of the Individualized Education Program, however, educators struggle most with progress monitoring and reporting. The current emphasis on standards-based grading has intensified the challenge of determining fair and accurate grades for students with disabilities. In this article, the authors present a five-step process for linking IEP goals to general curriculum standards and reporting student learning in a format that is clear and meaningful for families. (Contains 1 figure.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10