Integrating Standards Including All Students

McLaughlin, Margaret J.; Nolet, Victor; Rhim, Lauren Morando; Henderson, Kelly

doi:10.1177/004005999903100311

Cited by 14 publications

(5 citation statements)

References 3 publications

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“…Act 60 and related reform efforts contained language about reforming education for all children, and these efforts were reinforced through the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) requiring states and districts to include students with disabilities in state and district assessments and performance reporting (Thurlow & Johnson, 2002). Yet in spite of the promise of these educational reform efforts to meet the needs of all students, research on the effects of their implementation has identified both intended and unintended consequences for students with disabilities and those placed at risk of academic failure (Furney, Hasazi, Clark/Keefe, & Hartnett, 2003;McLaughlin, 1999;McLaughlin, Nolet, Rhim, & Henderson, 1999;Nolet & McLaughlin, 2000;Shriner & DeStefano, 2003;Thurlow, 2000;Thurlow, House, Boys, Scott, & Ysseldyke, 2000;Turnbull, Turnbull, Wehmeyer, & Park, 2003). Unintended effects include the failure of some states to include students with disabilities and those placed at risk in curriculum reform efforts and state-mandated testing; a focus within assessment on academic content standards as opposed to a broader set of standards including career or vocational skills, the arts, health, and so forth; and the increasingly complex nature of standards-based curriculum and assessments (Nolet & McLaughlin, 2000).…”

Section: Purpose Of the Studymentioning

confidence: 99%

Multiple Dimensions of Reform

Furney

Hasazi

Clark

et al. 2005

Journal of Disability Policy Studies

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We conducted a study using mixed methods to explore implementation of reform legislation and related outcomes for students with disabilities and those placed at risk of school failure. Designed to promote equal educational opportunities, the legislation included provisions for (a) redistributing state funding so that schools would have more equal access to resources and (b) requiring all schools to adopt and use state standards and standards-based assessments. Almost one fourth of the public schools in the state participated in the study, including schools that gained, lost, or were not affected by the redistribution of state education funds. A cross-case analysis identified both benefits and challenges for students with disabilities and those placed at risk of school failure, suggesting a need to ensure that reforms focus on outcomes for all students and include adequate resources and professional development opportunities for educators and administrators in both general and special education.

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Section: Purpose Of the Studymentioning

confidence: 99%

Multiple Dimensions of Reform

Furney

Hasazi

Clark

et al. 2005

Journal of Disability Policy Studies

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“…For example, CISP (1998), Ford et al (2001), Matlock et al (2001), McLaughlin et al (1999, Quenemoen et al (2001) and Sirotnik and Kimball (1999) suggest that the positive outcomes of such as system would include:…”

Section: Including Students With a Disability In Nationally Reported mentioning

confidence: 99%

“…The focus should be on developing accountability systems that allow all students to be assessed within a common framework while accommodating individual differences. For example, CISP (1998), Ford et al (2001), Matlock et al (2001), McLaughlin, Nolet, Rhim andHenderson (1999), Quenemoen et al (2001) and Sirotnik and Kimball (1999) suggest that the positive outcomes of such a system would include:…”

Section: Including Students With a Disability In Nationally Reported Assessmentmentioning

confidence: 99%

Educational Accountability and Students with a Disability in Australia

Dempsey

Conway

2005

Australian Journal of Education

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One of the outcomes of regular education reform in Australia has been the development of a national testing program for school students. This article examines the degree to which students with a disability participate in this testing, and the extent to which the testing of students with a disability may help to achieve the National Goals of Schooling in this country. Several international comparisons with the Australian situation are made. A number of recommendations are made to facilitate the participation of students with a disability in national testing as a means of achieving the goal of educational equity for these students.

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“…McCormick (1998) découvrait que la planification de l'enseignement se faisait généralement à partir du curriculum et que le PI était utilisé à raison d'une ou de deux fois par année pour planifier l'enseignement Grisham-Brown et Hemmeter (1998). présentaient une approche établie sur les activités de classe pour développer le PI et assurer le lien entre le PI et les activités de classe ou curriculum ordinaire McLaughlin, Nolet, Rhim et Henderson (1999). stipulaient que lorsque le PI était aligné au programme de formation, les élèves HDAA étaient bien plus exposés aux thématiques ordinaires et l'enseignement était plus encadré.…”

unclassified

Recension Des Écrits Sur Les Plans D’intervention (Pi) Scolaires Dans Une Perspective Historique Et Évolutive

Myara

2019

mje

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Il y a plus de 200 000 élèves HDAA au Québec. Par conséquent, plus de 200 000 plans d’intervention (PI) ont été élaborés, mis en oeuvre et révisés au Québec. Or, l’élaboration, la mise en oeuvre et la révision d’un PI sont des pratiques encore loin d’être optimales et représentent différents coûts significatifs en éducation; des coûts pédagogiques, de développement, d’acquisition, d’utilisation, de collaboration et de formation. Cela étant dit, il appert essentiel d’examiner ce que les recherches antérieures disent pour informer et guider les pratiques et les futures recherches. Cet article présente une recension des écrits permettant de dresser un portrait du passé pour enfin proposer des pistes de recherches futures et guider les pratiques actuelles.

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Integrating Standards Including All Students

Cited by 14 publications

References 3 publications

Multiple Dimensions of Reform

Multiple Dimensions of Reform

Educational Accountability and Students with a Disability in Australia

Recension Des Écrits Sur Les Plans D’intervention (Pi) Scolaires Dans Une Perspective Historique Et Évolutive

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