Dissertation/Thesis Abstract

Special Education Students and Standardized Assessments
by Taylor, Deborah, Ed.D., Lindenwood University, 2016, 158; 10249256
Abstract (Summary)

Special education students with many different disabilities are taught in today’s classrooms, and since the passing of the No Child Left Behind Act in 2001, they are required to take the same standardized assessments as their regular education peers (Resmovits, 2013). Within this study, data were analyzed to determine the perceptions of two groups, which included third-grade regular education teachers and special education teachers of special education students who took the same standardized assessments as their regular education peers. In addition, data were also examined to determine if there was a relationship between how teachers from the two groups responded to survey statements and how students actually scored on the Missouri Assessment Program (MAP) for the years 2012-2014. Finally, data were analyzed to determine the perceptions of the two groups on the use of special education students’ assessment results for teacher evaluations. Sixty-three (N = 63) teachers, 30 regular and 33 special education teachers, from the Southwest Missouri region participated in completing a survey. Results indicated teachers in both groups negatively viewed the idea of special education students taking the same standardized assessments, with or without accommodations, as their non-disabled peers. In addition, a statistical relationship was found between the regular education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2013, 2014), and a statistical relationship was found between special education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2012) and math (2013). Finally, the data showed teachers in both groups negatively viewed the idea that special education students’ MAP scores should be used in teacher evaluations.

Indexing (document details)
Advisor: Hanson, Brad
Commitee: Christiansen, Lisa, DeVore, Sherry
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 78/06(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational tests & measurements, Special education
Keywords: Missouri assessment program, No child left behind act, Special education, Teacher evaluations
Publication Number: 10249256
ISBN: 9781369425352
Copyright © 2018 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest