Journal Article

Policy and Practice

Tindal, Gerald, Crawford, Lindy

2006

Overview

Questions related to the inclusion of students with disabilities in the Oregon statewide assessment program were sent to 1,201 special education teachers and 625 principals representing Grades K—12. Teachers and principals responded positively to questions probing their knowledge of statewide policy and their understanding of how to acquire information from the state education department related to test policy. A significant difference between teachers and principals existed on numerous policy questions. Differences were also found between principals and special education teachers on questions related to the usefulness of test results in guiding instructional programs and improving school accountability efforts; on these questions, teachers consistently responded less favorably than principals. Both groups felt that very few parents understood individual test reports for their children.

• Publisher: Sage Publications,PRO-ED, Inc,SAGE PUBLICATIONS, INC
• Subject: Accountability / Assessment / Attitudes toward Disabilities / Disabilities / Disabled students / Education authorities / Education policy / Educational Change / Educational evaluation / Educational Policy / Elementary Secondary Education / Federal Legislation / Head teachers / Inclusive Schools / Individualized Education Programs / Individualized Instruction / Instructional Leadership / Oregon / People with disabilities / Principals / Professional training / Questions / School principals / Schools of Education / Secondary education / Special Education / Special Education Teachers / Standardized Tests / State Standards / Students / Students with disabilities / Teacher Attitudes / Teachers / Test Results / Testing Accommodations / Tests / Usefulness