Literaturnachweis - Detailanzeige
| Autor/in | Davis, Hartwell T. Paul |
|---|---|
| Titel | Accommodating EBD: Do Assessment Accommodations Reflect Low Expectations for Students With EBD |
| Quelle | (2010), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Behavior Disorders; Educational Opportunities; Federal Legislation; Access to Education; Academic Accommodations (Disabilities); Barriers; Academic Achievement; Teacher Expectations of Students; Emotional Disturbances; Special Needs Students; Intelligence Quotient; Individualized Education Programs; Academic Failure; Dropout Rate |
| Abstract | Some accommodations that are offered to students with emotional behavior disorders (EBD) do little to remediate a diagnosed disability, resulting instead in enabling the continuance of the condition. IDEA specifies that access to educational opportunities include accommodations both in "instruction and assessment" (Byrnes, 2008, p. 307). While such accommodations as the use of calculators, extra test time, differences in test, or even exclusion from test may lower barriers in assessment, there is a question as to whether these same accommodations serve to remediate the long term effects of EBD regarding future academic achievement. Instead assessment accommodation may hinder the ongoing process of instruction and do more harm than good by reinforcing lower expectations that effect a student's achievement. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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