Educating One and All Students with Disabilities and Standards-Based Reform (1997) / Chapter Skim
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1 INTRODUCTION
1 INTRODUCTION
Pages 11-19
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From page 11... ...
Standards-based reform is premised on the notion that setting high academic standards and then expecting schools to teach and students to learn to those standards can serve as a potent lever to improve overall educational quality. Although this strategy has taken a variety of forms at the national, state, and local levels, the reforms have four common elements: .
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From page 12... ...
Other practices that offer differentiated curricula and instructional services, however, are widely accepted as effective strategies for promoting more equitable learning opportunities. These strategies assume that educational expectations and instructional approaches should be tailored to students' individual abilities, needs, and learning styles.
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From page 13... ...
But high dropout rates and low rates of successful transition to postsecondary education, employment, and independent living among students with disabilities suggest that their gains in school access have not been matched by equally successful educational outcomes. Some advocates of standards-based reform argue that, with its focus on learning outcomes, this strategy will address the perceived shortcomings of current approaches to special education (for one example of such advocacy, see Barrett and Allen, 1996:32-34~.
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From page 14... ...
Because the purpose of the report is to analyze the policy and practice issues that must be considered if students with disabilities are to participate in standards-based reforms, we do not assess all the various strategies that might be used in educating students with disabilities. Consequently, the report does not consider the broader issue of including students with disabilities in general education classrooms and the larger community.
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From page 15... ...
Just as we did not investigate the effectiveness of the standards framework or its desirability as an educational strategy, we similarly accepted the defining elements of special education policy as a given. We assumed that students with disabilities will continue to be educated according to federal and state laws that mandate that they be provided a free and appropriate public education, through a plan specified in an individualized education program, delivered in the least restrictive environment.
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From page 16... ...
The committee examined summary data produced by government agencies and professional associations. We also reviewed a wide body of research literature analyzing the implementation of policy in local communities and the effects of specific educational practices on student outcomes.
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From page 17... ...
Recent controversies over Goals 2000 and the content of state assessments attest to how politicized the issues have become. Public opinion data suggest that parents and the public are considerably less supportive than are education reformers of the curricular content and pedagogical strategies assumed in most standards policies (Johnson and Immerwahr, 1994~.
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From page 18... ...
We discuss complications in approaches to defining and classifying disability and examine how the population of disabled students varies by social class, ethnicity, and local implementation. The chapter summarizes available data on educational placement, achievement, post-school outcomes, and parental involvement of students with disabilities.
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From page 19... ...
In keeping with the committee's charge, the chapter focuses particularly on the accommodations, or nonstandard testing conditions, that might be provided some students with disabilities, how accommodations affect the validity of the assessment, and how the performance of students tested under such conditions is reported. The chapter also considers issues in reporting data for public accountability and the implications of increased participation of students with disabilities in assessments, including resource and legal issues.
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