ERIC Number: ED366167
Record Type: RIE
Publication Date: 1993-Oct
Reference Count: N/A
The Effects of Standards and Assessment on Students in Special Education. Synthesis Report 10.
This paper provides an overview of the demographic characteristics of students in special education, outcomes associated with their schooling, and the nature of special education programs and services. Three issues relevant to the impact of standards and assessment on special education are then discussed: (1) regular education should assume responsibility for the learning of all students; (2) programs and activities should be linked by a common set of goals for all students and a shared vision of the standards used to judge them; and (3) schools and students should be judged in terms of the outcomes they achieve and should receive rewards and sanctions based on those outcomes. Several strategies are presented for increasing the positive impact of standards and assessment for students in special education, such as developing a set of agreed upon outcomes and standards of performance that have relevance for all students, and adopting reporting formats and conventions that accommodate students with disabilities. (Contains approximately 40 references.) (JDD)
Descriptors: Academic Standards, Change Strategies, Demography, Disabilities, Educational Assessment, Educational Objectives, Elementary School Students, Elementary Secondary Education, Mainstreaming, Outcomes of Education, Regular and Special Education Relationship, Secondary School Students, Special Education, Student Characteristics, Student Educational Objectives, Student Evaluation
University of Minnesota, National Center on Educational Outcomes, 350 Elliott Hall, 75 E. River Rd., Minneapolis, MN 55455 ($3).
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Washington, DC.; Saint Cloud State Univ., MN.; National Center on Educational Outcomes, Minneapolis, MN.; Minnesota Univ., Minneapolis. Coll. of Education.
Note: For other reports in this series, see EC 302 768-773.