Youth enrolled in special education also experience higher rates of suspension: in 2011, students with disabilities were suspended at twice the rate
of nondisabled students.
If learning test - taking skills enhances the performance
of nondisabled students on tests, then learning test - taking skills improves the life prospects of students with disabilities, too.
The effect was to give a randomly selected group
of nondisabled students extra time, about the equivalent of time and a half.
Not exact matches
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.
Yet the panel majority concluded, «This finding is consistent with the argument that
students with disabilities need more time to demonstrate their knowledge, skills, and abilities than the
nondisabled students, and suggests that the scores
of these
students taken under the condition
of extended time are more representative
of their true performance than are the scores they would obtain from a standard administration.»
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.
Indeed, Robert Brennan
of the University
of Iowa (who directs the Iowa testing programs), the psychometrician who said «no» and voted with the minority, wrote, «Crucial evidence from prediction studies does not support a conclusion that scores on College Board standardized tests administered with extended time to disabled
students are comparable to scores on the same tests administered to
nondisabled students without extended time.»
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.
«The elimination
of state requirements specific to class size will best ensure that each
student with disabilities is placed in the least restrictive environment (LRE), as directed by his or her Individualized Education Program (IEP), and has access to the broad array
of coursework available to his or her
nondisabled peers, particularly in the middle grades and high school.»
Inclusion contemplates the placement
of students with disabilities in the regular classroom with
nondisabled students as a right and implies that the right is an absolute.
an explanation
of the extent, if any, to which the
student will not participate with
nondisabled children in the regular education environment;
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.
Report academic performance
of students with disabilities with the same regularity as is done for
nondisabled students.
Elementary Learning Center (ELC) serves
students through a continuum
of services in self - contained classes with opportunities to be included with
nondisabled peers in the general education environment.