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ERIC Number: ED481111
Record Type: Non-Journal
Publication Date: 2003-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
Including Students with Disabilities and Achieving Accountability: Educators' Emerging Challenge.
Ward, Martin J.; Montague, Nicole; Linton, Thomas H.
This study examined the issue of how the inclusion of students with disabilities is being achieved in the midst of the high-stakes testing environment of south Texas. Using a questionnaire mailed to general and special education teachers and school administrators, the study examined attitudes and practices concerning inclusion and testing. Responses were received from: 286 regular education teachers (35.3%); 91 special education teachers (45.5%); and 164 administrators (45.3%). Findings suggest that educators may benefit from a more thorough understanding of the concept of the least restrictive environment. Administrators indicate they were very knowledgeable about the provisions of the least restrictive environment guidelines and were interested in including students with disabilities in regular education classes. Regular education teachers were less familiar with the least restrictive environment and were less interested in having a student with a disability in their classrooms. Only 67% of special education teachers indicated confidence in their own understanding of the least restrictive environment. Findings also show few formalized collaborative partnerships to help with student inclusion. (Contains 14 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A