Educational Accountability for Students with Disabilities.

Institution	Saint Cloud State Univ., MN.; National Center on Educational Outcomes, Minneapolis, MN.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	Educational Accountability for Students with Disabilities.
Quelle	(1994) 3, (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Change Strategies; Data Collection; Disabilities; Educational Assessment; Educational Objectives; Educational Policy; Elementary Secondary Education; Evaluation Problems; Inclusive Schools; Individualized Education Programs; Measurement Techniques; Outcomes of Education; Program Evaluation; Student Educational Objectives + Suchen Sie Ihr Suchwort? Verantwortung; Lösungsstrategie; Data capture; Datensammlung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Inclusive school; Integrative Schule; Individualized education program; Individualisierendes Lernen; Messtechnik; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation
Abstract	Using a system that monitors just the process of education does not guarantee positive student outcomes. What education needs is a consistent set of accountability procedures for all students. As educators take steps toward a new and inclusive accountability system, they need to look at: (1) possible alternative approaches to accountability; (2) data needed to demonstrate that education is working for students with disabilities; and (3) barriers to the collection of these data and ways to overcome these barriers. Alternative approaches to accountability may include: focus on results or outcomes, collect information on achievement of Individualized Education Program objectives, analyze extant data, use norm-referenced tests, and create accreditation programs. Data needed include input, process, and outcome data. Barriers to collecting data include, among others, competing attitudes, lack of commitment, lack of agreement on outcomes and standards, and lack of curriculum-test alignment. Overcoming barriers involves offering staff development, involving stakeholders, mandating collection of accountability data, and other activities. (JDD)
Anmerkungen	Publications Office, NCEO, 350 Elliott Hall, 75 East River Rd., University of Minnesota, Minneapolis, MN 55455 ($3.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC