Setting Learning Expectations for Students with Disabilities

Abstract

The authors begin with a discussion of the balanced model of accountability proposed by the National Association of State Directors of Special Education in 1995 and its implications for the evaluation of student progress. This model suggests the need for an education system that balances (a) rights, inputs, and processes with (b) system standards and results, and (c) individual student learning. The authors emphasize the critical role of expectations and discuss two refinements of the current IEP process to sharpen the focus on student achievement. Whereas several models of evaluating individual student progress are discussed in this issue, the primary emphasis of this article is the elaboration of a model to assist special educators in the assessment of instruction practices and curricula. The authors discuss the need for both special and general education teachers to have access to practical and trustworthy information regarding educational tools and practices. Specific guidelines for the evaluation of educational practices are discussed as well as the need for additional professional development to assist educators with the implementation of such a model.

Additional information

Notes on contributors

Douglas Carnine

Douglas Carnine, Ph.D., directs the National Center to Improve the Tools of Educators, which works with legislative, state board, business, community, union, and publisher groups to understand and support research-based educational tools for at-risk students.

Alex Granzin

Alex Granzin, Ph.D., completed a B.S. at the University of New Orleans and a Ph.D. at the University of Oregon. He has participated in a variety of research projects at the Oregon Research Institute and the University of Oregon and has been a school psychologist for the Springfield School District for the past 20 years.