ERIC Number: ED366168
Record Type: RIE
Publication Date: 1993-Nov
Reference Count: N/A
National Goals, National Standards, National Test: Concerns for All (Not Virtually All) Students with Disabilities? Synthesis Report 11.
Ysseldyke, James E.; And Others
This paper provides an analysis of inclusion as it relates to national goals, national standards, and national tests for students with disabilities. Concerning the six national education goals specified in Goals 2000, the paper finds that the primary data collection programs used to document progress toward the goals exclude 40 to 50 percent of students with disabilities. Concerning national standards, the paper points out that experts in math believe that established standards are somewhat appropriate for students with disabilities but not feasible for implementation with most students with disabilities. Concerning state and national testing, the paper reports that most states use large scale assessments and do not include students with disabilities, and when students with disabilities are included, their data often are not reported. In each area, the paper describes efforts being made to address concerns and additional actions that can be taken to improve services. (JDD)
Descriptors: Academic Standards, Disabilities, Educational Assessment, Educational Objectives, Elementary School Students, Elementary Secondary Education, Mainstreaming, National Competency Tests, National Standards, Secondary School Students, Student Educational Objectives, Testing Programs
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.
Identifiers: Goals 2000; Inclusive Schools
Note: For other reports in this series, see EC 302 768-773.