Report academic performance of students with disabilities with the same regularity as is done
for nondisabled students.
The latest government figures show that the dropout rate for students with disabilities is twice
that for nondisabled students.
Not exact matches
But it's challenging
for many
students with disabilities and their families to locate real jobs where the youths can work alongside
nondisabled workers and earn competitive wages.
Students with disabilities now have the right to be educated in public schools with their
nondisabled peers and to be prepared
for a positive and productive life after school.
The current system of procedural accountability within special education law is a logical response to the problems that led Congress in 1975 to enact the Education
for All Handicapped Children Act (now known as the Individuals with Disabilities Education Act, or IDEA): the total exclusion of some
students with disabilities, the inadequate education of others, and the segregation of those in school from their
nondisabled peers.
This principle is based on the idea that classrooms that include both disabled and
nondisabled students provide a more appropriate and beneficial environment
for the disabled
student, who has greater opportunity to associate with
nondisabled peers, and
nondisabled students learn that those with disabilities are no less worthy as individuals.
The
nondisabled students who remain in D.C. public schools lack the same mechanism
for exiting failing schools.
Accommodations like extended time, they believe, are necessary to equalize the testing experience
for disabled and
nondisabled students and thus make the scores of disabled
students more valid.
The use of gain scores also minimizes the incentives
for classifying a
nondisabled student as disabled, since such scores measure individual progress instead of lowering the achievement bar.
On average, the direct costs of providing the services required by the IDEA — which do not include the exorbitant transaction costs — is twice that
for educating the average
nondisabled student.
This model excluded some
students from the general education curriculum, standard modes of instruction, and social interaction with
nondisabled peers
for some or all of each day.
auditing or participating (with
nondisabled students) in courses
for which the
student does not receive regular academic credit,
The gap widened slightly
for reading between disabled and
nondisabled students.