Accommodations: Results of a Survey of Alabama Special Education Teachers. Synthesis Report 81

Autor/inn/en	Altman, Jason R.; Cormier, Damien C.; Lazarus, Sheryl S.; Thurlow, Martha L.; Holbrook, Marla; Byers, Miriam; Chambers, DaLee; Moore, Margaret; Pence, Nanette
Institution	National Center on Educational Outcomes
Titel	Accommodations: Results of a Survey of Alabama Special Education Teachers. Synthesis Report 81
Quelle	(2010), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Needs; Disabilities; Special Education Teachers; Student Characteristics; Academic Accommodations (Disabilities); Testing Accommodations; Decision Making; Student Attitudes; Measures (Individuals); Professional Development; Teacher Surveys; Teacher Attitudes; Educational Legislation; Federal Legislation; Alabama + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Decision-making; Entscheidungsfindung; Schülerverhalten; Messdaten; Lehrerverhalten; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	This report contains the findings from a survey of 2,336 special education teachers in the state of Alabama on making and implementing decisions about accommodations. Key findings included: (1) When making instructional accommodations decisions 51% of the survey respondents considered student characteristics as an important factor. Only 12% of respondents considered student's performance in the classroom to be an important factor; (2) Almost half of the respondents took into consideration whether instructional accommodations would facilitate access to the curriculum; (3) The respondents were more than twice as likely to consider student characteristics than student needs that impede success in class when determining instructional accommodations; (4) The most frequently provided assessment accommodations were small group/individual administration, administration by student's special education teacher, extended time, and administration in the special education classroom; (5) More than one-third of the teachers considered state policies and guidelines to be an important factor when making assessment accommodations decisions; (6) Student input was rarely considered to be an important factor in the accommodations process by the survey respondents; and (7) Nearly two-thirds of the respondents indicated that the use of an assessment accommodation should correspond to its use as an instructional accommodation. A number of areas of strength were noted in the survey responses provided by this large sample of Alabama special education teachers. The special education teachers who responded to the survey demonstrated overall knowledge of accommodations use, despite the challenging items presented to them. Nevertheless, there is an evident need for professional development on making accommodations decisions and on implementing accommodations for instruction and assessment. Appendices include: (1) Survey Instrument; and (2) Results Disaggregated by Classroom Setting. (Contains 9 figures and 8 tables.) (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10