As required by No Child Left Behind, the State assessment system must provide appropriate accommodations so that a student covered under Individual and Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973 can be held to the content and achievement standards for the grade in which the student is enrolled (United States Department of Education, 2007). Among the provisions of NCLB is that each student make adequate yearly progress (AYP). Prior to AYP, many schools excluded special education students and limited English proficient students from testing, which provided an incomplete representation of achievement. NCLB expresses the ambitious, long-term goal of proficiency in reading and mathematics for all students by the 2013-14 school year (Georgia Department of Education, 2006). Schools are required by the NCLB to show significant improvement in reading and math scores on standardized tests. In order for all students to perform at the proficient stage or higher within the next 6 years, states must also establish performance standards for tests. Special education teachers are under great stress to make sure that students with disabilities meet and/or exceed state requirements on standardized tests. As a result, majority of the teacher's time is occupied with teaching the test. Across the United States, people are debating on the mandates of standardized test for students with disabilities. This study concentrated on how mandated participation of students with disabilities on standardized tests affects special education teacher morale.year-to-year student achievement on statewide assessments (Georgia Department of Education: AYP, 2006). ... Students, even those with disabilities, in grades 3rd, 5th, and 8th are required to pass both the math and reading section of theanbsp;...
|Title||:||Leaving Special Education Teachers Behind: A Study of Standardized Testing and Students with Disabilities|
|Publisher||:||ProQuest - 2008|