Special Education Teacher Responses to the 1997 Basic Standards Testing. State Assessment Series: Minnesota Report 14.

Autor/inn/en	Spicuzza, Richard; Thurlow, Martha; Erickson, Ron; Ruhland, Aaron
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.; National Center on Educational Outcomes, Minneapolis, MN.
Titel	Special Education Teacher Responses to the 1997 Basic Standards Testing. State Assessment Series: Minnesota Report 14.
Quelle	(1997), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Decision Making; Disabilities; Educational Assessment; Grade 8; Grade 9; Junior High Schools; Mastery Tests; Minimum Competency Testing; Special Education Teachers; State Standards; State Surveys; Student Evaluation; Student Participation; Teacher Attitudes; Teacher Surveys; Testing Accommodations; Minnesota + Suchen Sie Ihr Suchwort? Verantwortung; Decision-making; Entscheidungsfindung; Handicap; Behinderung; Education; assessment; Bewertungssystem; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarstufe I; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This study surveyed special education teachers teaching eighth and ninth grade students in 27 Minnesota school districts to determine how decisions were made on the inclusion of children with disabilities in the 1997 administration of Minnesota's Basic Standards Test and what accommodations were provided and desired. Analysis of the 259 responses found 67 percent indicated that IEP (Individualized Education Program) teams were making the participation decisions and an equal percentage reported that they considered the decision-making process adequate. Concerning the influence of specific factors on the decision, the two most influential factors were severity of the student's disability and stress on the child. Accommodations used most often were timing/scheduling and setting accommodations, particularly allowing extended time, small group administration, separate room administration, and frequent breaks. The most frequent presentation accommodation was repeating directions and the most frequent response accommodation was allowing answering in the test booklet. Teachers also identified potentially useful instructional strategies or supports currently used in their classrooms which could be beneficial as testing accommodations. These included reducing the number of items, highlighting key points, giving the students models of correctly completed work, interpretation of directions, and extending sessions over several days. The survey form is appended. (DB)
Anmerkungen	Publications Office, NCEO, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455; phone: 612-626-1530; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/nceo (document may be copied without charge, additional print copies $5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC