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ERIC Number: ED369227
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
Implications of Outcomes-Based Education for Children with Disabilities. Synthesis Report 6.
Thurlow, Martha L.
This paper examines the concept of "outcomes-based education" (OBE), how it was developed, how it relates to other current reforms that encompass the notion of outcomes, and how it relates to students with disabilities in theory and in practice. Outcomes-based education holds that all children can learn and succeed and that schools are responsible for ensuring the success of all students. Two major OBE models are John Champlin's Outcomes-Driven Developmental Model and William Spady's High Success Network Strategic Design Model. OBE fits within a range of reforms that address school structure and management, community and business involvement, assessment techniques, and accountability. In theory, OBE is consistent with the belief that students with disabilities may have different learning rates or different learning styles to which instruction needs to be adjusted. In practice, efforts in some states to implement OBE have encountered resistance by state legislatures. Implications of OBE for students with disabilities are outlined. Promises, pitfalls, and challenges associated with outcomes-based education for children with disabilities are highlighted. (Contains 18 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Saint Cloud State Univ., MN.; National Center on Educational Outcomes, Minneapolis, MN.; National Association of State Directors of Special Education, Alexandria, VA.