Intersections of Accountability and Special Education: The Social Justice Implications of Policy and Practice

Autor/inn/en	Castro-Villarreal, Felicia; Nichols, Sharon L.
Titel	Intersections of Accountability and Special Education: The Social Justice Implications of Policy and Practice
Quelle	In: Teachers College Record, 118 (2016) 14Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Accountability; Special Education; Social Justice; Educational Policy; Educational Practices; High Stakes Tests; Public Schools; Test Preparation; Standardized Tests; Disabilities; Educational Opportunities; Public Policy; Educational Environment; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Verantwortung; Special needs education; Sonderpädagogik; Sonderschulwesen; Soziale Gerechtigkeit; Politics of education; Bildungspolitik; Bildungspraxis; Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; Handicap; Behinderung; Bildungsangebot; Bildungschance; Öffentliche Ordnung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	High-stakes testing accountability has wreaked havoc on America's public schools. Since the passage of NCLB in 2001, virtually every public school student has experienced the pressures of preparing for, practicing, and taking standardized state exams, the results of which have had significant consequences for their schools, teachers, and themselves. These test-based pressures have altered educational practices in significant ways for all students, but especially for students with disabilities. The goal of this chapter is to briefly describe the educational climate for students with disabilities, focusing on emergent federal policies that have had the contradictory effect of expanding and narrowing learning opportunities for students. This chapter provides the backdrop for the volume by introducing the reader to the general characteristics of our special education population, discussing the past and current federal policies guiding their education, and offering implications for policy and practice. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01