Policy and Practice: Knowledge and Beliefs of Education Professionals Related to the Inclusion of Students with Disabilities in a State Assessment

Autor/inn/en	Crawford, Lindy; Tindal, Gerald
Titel	Policy and Practice: Knowledge and Beliefs of Education Professionals Related to the Inclusion of Students with Disabilities in a State Assessment
Quelle	In: Remedial and Special Education, 27 (2006) 4, S.208-217 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325060270040201
Schlagwörter	Inclusive Schools; Disabilities; State Standards; Educational Policy; Test Results; Elementary Secondary Education; Special Education; Special Education Teachers; Schools of Education; Principals; Attitudes toward Disabilities; Accountability; Teacher Attitudes; Oregon + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Handicap; Behinderung; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Erziehungswissenschaftliche Fakultät; Principal; Schulleiter; Verantwortung; Lehrerverhalten
Abstract	Questions related to the inclusion of students with disabilities in the Oregon statewide assessment program were sent to 1,201 special education teachers and 625 principals representing Grades K-12. Teachers and principals responded positively to questions probing their knowledge of statewide policy and their understanding of how to acquire information from the state education department related to test policy. A significant difference between teachers and principals existed on numerous policy questions. Differences were also found between principals and special education teachers on questions related to the usefulness of test results in guiding instructional programs and improving school accountability efforts; on these questions, teachers consistently responded less favorably than principals. Both groups felt that very few parents understood individual test reports for their children. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10