Grading Students with Significant Disabilities in Inclusive Settings: Teacher Perspectives

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.