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Grading Students with Significant Disabilities in Inclusive Settings: Teacher Perspectives
Kurth, Jennifer A. Gross, Megan Lovinger, Stephanie Catalano, Tammy
Kurth, Jennifer A.
Gross, Megan
Lovinger, Stephanie
Catalano, Tammy
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Abstract
The present study describes teacher (K-12) opinions and practices related to grading and
providing modified instruction, assignments, and assessments for students with low-incidence
disabilities in inclusive settings. One hundred and thirty nine teachers working in K-12 inclusive
schools in Arizona and California completed an on-line survey regarding modifications to the
general education curriculum and grading practices. Findings of this study include: (a) general
and special education teachers use different practices and have different preferences for grading
students with disabilities; (b) General and special educators also reported differences in their
level of comfort and training for grading, with special educators feeling more prepared to grade
students with disabilities; (c) Elementary teachers were more likely to accept modified work than
secondary teachers; and (d) Secondary teachers report using modifications to instruction less
frequently than elementary school teachers. Implications and recommendations based on these
findings are reported.
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2012
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Kurth, J. A., Gross, M., Lovinger, S., & Catalano, T. (2012). Grading of students with
significant disabilities in inclusive settings: Teacher perspectives. Journal of the
International Association of Special Education, 13, 39-55.