Grading Mainstreamed Handicapped Students. Position Paper.

Sonst. Personen	Shanks, Robert D., Jr. (Hrsg.)
Institution	Grand Island School District, NE.
Titel	Grading Mainstreamed Handicapped Students. Position Paper.
Quelle	(1986), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Disabilities; Educational Policy; Elementary Secondary Education; Grades (Scholastic); Grading; Mainstreaming; Nebraska + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Politics of education; Bildungspolitik; Notenspiegel; Notengebung; Schulnote
Abstract	The position paper of the Grand Island, Nebraska, schools supports the assumption that when a pupil's handicap affects his ability to learn and perform, appropriate special education should include guidelines for special grading. The paper identifies grading obstacles such as differing perceptions of various participants in the grading process. Three grading philosophies (criterion-referenced, self-referenced, and norm-referenced) are explained. General grading practices (e.g., use of a multiple grading system to serve diverse functions) are recommended. Also noted are grading practices for handicapped and remedial students grouped into categories based on standards, grading vehicles, or logistics. Elements of the grading process supported by this paper include performance criteria, the grading decision, and reporting systems. Physical, cognitive, emotional, and sensory handicapping factors are described as they relate to grading practices. Problems that regular educators have with adjusting grading practices for handicapped pupils are noted. Ten grading policy recommendations include grading by the subject teacher, designation of "alternative assignment" when adaptive grading is applied, reporting to parents in the form of a written progress report as well as a standard grade, and failure only in extreme and well-documented cases. Questions to help a teacher determine whether alternative grading is necessary for a mainstreamed student are offered. A sample matrix of grading messages and receivers, a grading contract, a multicategory system of grading mainstreamed handicapped students, and a three-page reference list conclude the document. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC