But with the increased importance of state standards in measuring student and school performance, it is crucial that the student's educators be mindful of the most appropriate methods of measuring the child's compliance and that the general educators and special educators increase their collaboration to meet these new challenges. For some special needs students, "alternate assessments were developed and implemented...In 2003, most...states used a portfolio or body of evidence approach in their alternate assessments for students with significant cognitive disabilities" (Thompson & Thurlow, 2003) States have also been evolving other methods for students with different types of disabilities to take such exams, including computer-based tests or with modifications, such as being allowed to take lower-level assessments. Remember, however, that regardless of modifications most students receiving special are required by federal law to access and progress in the general education curriculum, which is aligned with a state's academic content standards and that the child is also required by the federal Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB) to participate in all large-scale assessments administered by the school district and state, which usually means for most functional students some form of standardized testing. "Given the strong linkage to state...
This does not mean that curriculums with more individualistic approaches and emphasis need to be abandoned, or that effective programs must be restructured to a standardized one-fits-all stereotype, but that general educators may need to have more input than before, given recent changes in legislation, for most functional special education students.
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
While it is important for an educator to get to know a child through direct experience, it is necessary to get some background information from parents and others who have worked with the child, both to provide continuity and to gain a deeper understanding of the child's accomplishments, strengths and needs. Special educators and classroom teachers must likewise communicate in developing a transition plan for a student. For example,
Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and
, 2001, p. 2). Conclusion The research was clear in showing that as the role of community colleges has expanded across the country in recent years, so too has the enrollment of minority students in general and Hispanic students in particular. Despite the paucity of timely research concerning initiatives designed to improve the chances of success for these students, there were some useful studies that were identified that provided a guide for
More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration
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