WHDL - 00011828
WHDL - 00011828
The researcher looked at the awareness and focus on Annual Yearly Progress (AYP) as a key factor in establishing a school's status in accreditation particularly in reference to the performance of students in special education programs in assessments. When special education teachers were aware of how their students impact the school's status, interventions like co-teaching and collaboration and intentional teaching of test-taking skills showed significant increase results. The ethicality of testing the students with disabilities subgroup was a minor finding of this study showing that the use of state standardized tests and the subsequent reporting of scores for students with disabilities has negatively impacted middle schools in two counties of central Illinois.
This study investigated the ways that the disaggregation of Illinois State Achievement Test (ISAT) scores has impacted the progress and performance of students with disabilities within two central Illinois counties, discovered the interventions taken with this subgroup, and explored the ethical implications of these interventions. The participants were middle school special education and general education teachers, administrators, and support staff. A mixed-methods format with a predominant qualitative approach was used. The needs of students with disabilities were addressed by implementing co-teaching, inclusion, and collaboration between special education and general education teachers. Schools with successful subgroups of students with disabilities also used data-driven instruction, taught test-taking skills, and embedded ISAT practice in daily instruction. Most respondents had no ethical concerns.
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