Excluding Students with Disabilities from the Culture of Achievement: The Case of the TIMSS, PIRLS, and PISA

Autor/in	Schuelka, Matthew J.
Titel	Excluding Students with Disabilities from the Culture of Achievement: The Case of the TIMSS, PIRLS, and PISA
Quelle	In: Journal of Education Policy, 28 (2013) 2, S.216-230 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2012.708789
Schlagwörter	Disabilities; Disability Discrimination; Standardized Tests; Achievement Tests; Testing Accommodations; Expectation; Social Justice; International Programs; Student Participation; Mental Retardation; Physical Disabilities; Limited English Speaking; National Assessment of Educational Progress; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter; Expectancy; Erwartung; Soziale Gerechtigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geistige Behinderung; Physical handicap; Körperbehinderung
Abstract	International tests of achievement narrowly measure specific academic subjects, but have larger educational policy implications. These tests come to summarize national education systems and are used in national and international discourse. However, students with disabilities are being entirely excluded from participation in the discourse of achievement. The Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study, and Programme for International Student Assessment all actively exclude students with disabilities from being measured when the testing agencies set up "desired target populations" and report out on testing participation. This exclusionary discourse establishes that students with disabilities do not belong in a culture of achievement and educational evaluation, which has an impact on policies concerning educational equity and maintains the oppression of low expectations. US policy requires that 95% of all students take achievement tests and be given reasonable accommodations. This paper concludes that international achievement tests should follow the same standard. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10