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ERIC Number: ED444273
Record Type: RIE
Publication Date: 2000-May
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-58434-044-4
ISSN: N/A
Reforming High School Learning: The Effect of the Standards Movement on Secondary Students with Disabilities.
Dailey, Don; Zantal-Wiener, Kathy
This document presents findings from a 5-year study of the effect of the standards-based reform movement on students with disabilities. The study used pragmatic evaluation strategies that integrated both quantitative and qualitative collection methods of data and site visits to 10 high schools in six districts (including urban, rural, and suburban districts) and three states. Findings addressed three main issues: first, the extent to which students with disabilities are included in standards-based reform; second, factors that affect the inclusion of students with disabilities in standards-based reform; and third, interactions among special education programs and policies with district- and school-based reform efforts. The report offers seven major recommendations which address: (1) the Individualized Education Plan as the basis for decision making regarding inclusion; (2) development of a decision-making matrix by states and districts; (3) teacher training in the philosophy of inclusion; (4) ongoing professional development on integration of standards with curricula; (5) experimentation with interdisciplinary models of instruction; (6) certification standards that include content-specific course work; and (7) role of administrators as instructional leaders. (Contains 67 references.) (DB)
Center for Policy Research, 277 South Washington St., Suite 100, Alexandria, VA 22314; Tel: 800-220-5183 (Toll Free) ($12).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Center for Policy Research on the Impact of General and Special Education Reform, Alexandria, VA.
Note: Project director was Virginia Roach.