ERIC Number: ED444302
Record Type: RIE
Publication Date: 2000-May
Reform for EVERY Learner: Teachers' Views on Standards and Students with Disabilities.
McLaughlin, Margaret J.
This report discusses the outcomes of a study that examined how educational reforms, specifically those related to new content and performance standards, assessments, and enhanced accountability, are being defined and implemented at the district, school, and classroom levels and how those reforms are involving and affecting special education programs and students. During the first phase of the research, case studies of five school districts were constructed based on information obtained through in-depth interviews, focus groups, observations, and extensive document reviews. The second phase of the research focused very specifically on teachers and the classrooms. Research during Phase 2 focused on four of the original five districts. Findings from the study indicate almost every teacher and every school were aware that all students were expected to participate and learn the content of the general education curriculum; however, access was dependent on a number of conditions, including teacher ownership and teacher knowledge, understanding what access to the general education curriculum means, and the perception that teachers have that they must cover more subject matter material in the same amount of time. The report concludes by calling for professional development for general and special educators that promotes mutual understanding of students and curricula. (CR)
Descriptors: Academic Standards, Access to Education, Case Studies, Curriculum, Disabilities, Educational Change, Elementary Secondary Education, Faculty Development, Regular and Special Education Relationship, Teacher Attitudes
Center for Policy Research, 277 South Washington St., Suite 100, Alexandria, VA 22314; Tel: 800-220-5183 (Toll Free) ($10 plus $4.50 shipping and handling).
Publication Type: Reports - Research
Education Level: N/A
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.