ERIC Number: ED232415
Record Type: Non-Journal
Publication Date: 1983-May
Reference Count: N/A
Grading Practices for Educationally Handicapped Students in Secondary Schools: Issues, Problems, and Needs. Resource Paper No. 23.
The lack of research on grading policies for handicapped students is pointed out, and results of a survey completed by 14 high schools in New Hampshire are summarized. Results reveal a variety of grading and graduation approaches including weighting grades or courses, developing a basic level curriculum geared for students having academic difficulty in the regular classroom, and using goals specified in students' individualized education programs. A list of 10 common concerns about grading (including that parents are not usually receptive toward alternate methods of grading and that teachers need more training on ways to evaluate student ability and progress) was revealed from the survey, and findings emphasized the need for districts to establish equitable policies regarding grading, credits, and graduation requirements for handicapped students. (CL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: New Hampshire State Dept. of Education, Concord.
Identifiers - Location: New Hampshire