Initial Perceptions of Educators as They Work toward Including Students with Disabilities in Minnesota's High Standards. State Assessment Series, Minnesota Report 25.

Autor/inn/en	Thompson, Sandra; Thurlow, Martha; Parson, Lorien; Barrow, Sara
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Titel	Initial Perceptions of Educators as They Work toward Including Students with Disabilities in Minnesota's High Standards. State Assessment Series, Minnesota Report 25.
Quelle	(2000), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Disabilities; Educational Innovation; Elementary Secondary Education; Inclusive Schools; Interviews; Mental Retardation; Questionnaires; Regular and Special Education Relationship; Teacher Attitudes; Teacher Expectations of Students; Teacher Surveys; Minnesota + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Instructional innovation; Bildungsinnovation; Inclusive school; Integrative Schule; Interviewing; Interviewtechnik; Geistige Behinderung; Fragebogen; Lehrerverhalten
Abstract	This report presents findings from an investigation of the perceptions, hopes, and fears of educators as they work toward including students with disabilities in Minnesota's High Standards. The findings are from questionnaires and interviews that were conducted from January to March 1999, with 90 educators across all grade levels from ten schools within a large suburban school district. This study is one of the first in Minnesota to look at emerging efforts toward standards-based reform for students with disabilities. Results of the study indicate: (1) expectations for meeting standards are higher for students with disabilities who are served primarily through general education than for those served primarily in special education resource rooms; (2) most students with mental impairments (developmental disabilities) are not expected to meet high standards; (3) few elementary age students with disabilities use accommodations; (4) educators who have received training on the implementation of high standards are more likely to implement the high standards; and (5) middle school teachers expected a great number of their students to meet high standards, worked with more students on using accommodations, and discussed standards with more Individual Education Program teams than teachers at other grade levels. (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455, Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO ($8).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC