Snapshots of Reform: How Five Local Districts Are Interpreting Standards-Based Reform for Students with Disabilities.

Autor/inn/en	McLaughlin, Margaret J.; Henderson, Kelly; Rhim, Lauren M.
Institution	Center for Policy Research on the Impact of General and Special Education Reform, Alexandria, VA.
Titel	Snapshots of Reform: How Five Local Districts Are Interpreting Standards-Based Reform for Students with Disabilities.
Quelle	(1998), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Accommodations (Disabilities); Academic Standards; Accountability; Case Studies; Decision Making; Educational Assessment; Educational Change; Educational Environment; Educational Innovation; Elementary Secondary Education; Family Involvement; Inservice Teacher Education; Professional Development; Regular and Special Education Relationship; School Districts; Student Evaluation; Testing Accommodations + Suchen Sie Ihr Suchwort? Verantwortung; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Education; assessment; Bewertungssystem; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instructional innovation; Bildungsinnovation; Lehrerfortbildung; School district; Schulbezirk; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This monograph has been developed as part of an intensive, 3-year study of five local school districts engaged in general and special education reform. The purpose of the study was to examine how educational reforms were being defined and implemented at the local district and school levels, particularly with students with disabilities. The investigated reforms included standards, assessments and accountability, family and community involvement, and teacher development. This publication describes the key elements of reform that emerged during the study and issues surrounding educational reform. Section 2 presents a context in which to understand the district reforms. Sections 3-5 present specific findings related to each area. The final section presents conclusions. Findings from the study indicate: (1) there needs to be a consistent decision-making process outlining who should make decisions about how to include students with disabilities in standards and assessments; (2) there need to be consistent guidelines with teacher and family input for making these decisions and for public accountability for these decisions; and (3) teachers of students with disabilities must be made aware of the essential connection between standards, assessment, and accountability and the daily content and structure of their instruction. (CR)
Anmerkungen	Center for Policy Research on the Impact of General and Special Education Reform, 1012 Cameron Street, Alexandria, VA 22314; Tel: 703-684-4000 ($7.50 plus $2 shipping and handling).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01