KUKU

KU ScholarWorks

  • myKU
  • Email
  • Enroll & Pay
  • KU Directory
    • Login
    View Item 
    •   KU ScholarWorks
    • Education and Human Sciences
    • Special Education Scholarly Works
    • View Item
    •   KU ScholarWorks
    • Education and Human Sciences
    • Special Education Scholarly Works
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Grading Students with Significant Disabilities in Inclusive Settings: Teacher Perspectives

    Thumbnail
    View/Open
    Grading for Posting.pdf (283.1Kb)
    Issue Date
    2012
    Author
    Kurth, Jennifer A.
    Gross, Megan
    Lovinger, Stephanie
    Catalano, Tammy
    Type
    Article
    Article Version
    Scholarly/refereed, author accepted manuscript
    Metadata
    Show full item record
    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.
    URI
    http://hdl.handle.net/1808/29916
    Collections
    • Special Education Scholarly Works [297]
    Citation
    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.

    Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.


    We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.


    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

    Browse

    All of KU ScholarWorksCommunities & CollectionsThis Collection

    My Account

    Login

    Statistics

    View Usage Statistics

    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

    The University of Kansas
      Contact KU ScholarWorks
    Lawrence, KS | Maps
     
    • Academics
    • Admission
    • Alumni
    • Athletics
    • Campuses
    • Giving
    • Jobs

    The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY.

     Contact KU
    Lawrence, KS | Maps