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Australian Students with Disabilities Accessing NAPLAN: Lessons from a Decade of Inclusive Assessment in the United States
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Elliott, Stephen N.; Davies, Michael; Kettler, Ryan J. – International Journal of Disability, Development and Education, 2012
Australian legislation and educational policies may espouse, but not yet fully enact, inclusive assessments for all. In relation to the National Assessment Program for Literacy and Numeracy (NAPLAN), for example, almost 5% of students are either exempt or withdrawn. The achievement levels of these students, many of whom have disabilities, are not…
Descriptors: Academic Achievement, Achievement Rating, Comparative Analysis, Comparative Education
Teenagers with Down Syndrome in a Time of Changing Policies and Practices: Progress of Students Who Were Born between 1971 and 1978.
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Bochner, Sandra; Pieterse, Moira – International Journal of Disability, Development and Education, 1996
This article reports on the schooling, employment, life experiences, and general skills of 66 students with Down syndrome (ages 13 to 20) in New South Wales, Australia. Comparison with British and American studies is also provided. Results suggest that changes in services begun in the 1970s generally resulted in improved outcomes for these…
Descriptors: Adolescents, Comparative Education, Downs Syndrome, Educational Policy
Integration and Mainstreaming in Cultural Context: Canadian and American Approaches.
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Bowd, Alan D. – International Journal of Disability, Development and Education, 1992
This paper reviews the cultural and historical context of mainstreaming students with disabilities in the United States and contrasts this with a proposed model for Canadian integration. Mainstreaming and integration are seen as reflecting different social dynamics and cultural traditions, and the administrative and research implications of the…
Descriptors: Comparative Analysis, Comparative Education, Cultural Context, Cultural Differences