This paper discusses special education teacher's impressions of high stakes testing and looks at how that may impact preparing their students to take those tests.
Written in 2007; 7,066 words; 62 sources; MLA; $ 158.95
Paper Summary:
In this article, the writer explores how special education teachers' attitudes, preparation, background and so forth may be contributing to the low scores of special education students as mandated by the No Child Left Behind (NCLB). The writer notes that the focus is on learning disabled (LD) and behavior disabled (BD) students who have to take the regular exams not the small percentage of special education students who qualify for alternative assessments. The topic involves the conundrum of the current climate of data driven decision-making because of NCLB and its impact on special education students and safeguarding their rights under the Individuals with Disabilities Education Act (IDEA) 2004. The writer concludes that standardized testing offers the chance for marking progress of students, as well for targeting areas needing improvement. However, the long-term goals are the cognitive thinking levels of students and the expectations that students develop and hold for themselves concerning their future.
Outline:
Objective
Introduction
Review of the Literature
Summary and Conclusion
From the Paper:
"The movement toward an increased accountability in schools has been put in place through state-mandated standardized testing of students. These assessments have a great influence on the decisions and practices of educators and specifically in regards to special education students learning experience. While the work of Kathleen Cotton is not considered the hot off the academic press having been published in 1989, Cotton reveals timeless and priceless knowledge in her review relating to the expectations of the teacher and the academic achievement of students. It is with Cotton this review of literature to follow shall begin and then move on into the literature of the present concerning the attitudes and expectations of teachers and the impact that those attitudes and expectations have upon the achievement of students and specifically in this study, the achievement of special education and students with disabilities on standardized testing scores."
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