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ERIC Number: EJ987660
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1555-6913
Grading Students with Significant Disabilities in Inclusive Settings: Teacher Perspectives
Kurth, Jennifer; Gross, Megan; Lovinger, Stephanie; Catalano, Tammy
Journal of the International Association of Special Education, v13 n1 p41-57 Spr 2012
The present study describes teacher (K-12) opinions and practices related to grading and providing modified instruction, assignments, and assessments for students with low-incidence disabilities in inclusive settings. One hundred and thirty nine teachers working in K-12 inclusive schools in Arizona and California completed an on-line survey regarding modifications to the general education curriculum and grading practices. Findings of this study include: (a) general and special education teachers use different practices and have different preferences for grading students with disabilities; (b) General and special educators also reported differences in their level of comfort and training for grading, with special educators feeling more prepared to grade students with disabilities; (c) Elementary teachers were more likely to accept modified work than secondary teachers; (d) Secondary teachers report using modifications to instruction less frequently than elementary school teachers. Implications and recommendations based on these findings are reported. (Contains 8 tables.)
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; California