NotesFAQContact Us
Search Tips
ERIC Number: ED446408
Record Type: Non-Journal
Publication Date: 2000-Jul
Pages: 32
Abstractor: N/A
Reference Count: N/A
Initial Perceptions of Educators as They Work toward Including Students with Disabilities in Minnesota's High Standards. State Assessment Series, Minnesota Report 25.
Thompson, Sandra; Thurlow, Martha; Parson, Lorien; Barrow, Sara
This report presents findings from an investigation of the perceptions, hopes, and fears of educators as they work toward including students with disabilities in Minnesota's High Standards. The findings are from questionnaires and interviews that were conducted from January to March 1999, with 90 educators across all grade levels from ten schools within a large suburban school district. This study is one of the first in Minnesota to look at emerging efforts toward standards-based reform for students with disabilities. Results of the study indicate: (1) expectations for meeting standards are higher for students with disabilities who are served primarily through general education than for those served primarily in special education resource rooms; (2) most students with mental impairments (developmental disabilities) are not expected to meet high standards; (3) few elementary age students with disabilities use accommodations; (4) educators who have received training on the implementation of high standards are more likely to implement the high standards; and (5) middle school teachers expected a great number of their students to meet high standards, worked with more students on using accommodations, and discussed standards with more Individual Education Program teams than teachers at other grade levels. (CR)
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455, Tel: 612-626-1530; Fax: 612-624-0879; Web site: ($8).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Identifiers - Location: Minnesota