Using Data to Promote Academic Benefit for Included Students with Mild Disabilities

Abstract

The purpose of this article is to (a) briefly discuss how special education reform movements continue to influence school practices regarding special education placement decisions, and (b) offer recommendations for promoting academic educational benefit for included students with mild disabilities. Schools must make responsible and individualized decisions regarding the inclusion of students with mild disabilities by developing measurable educational goals and objectives and evaluating the efficacy and appropriateness of those placements based on data.

Key Words:

• data based decision-making
• progress monitoring
• curriculum-based measurement
• special education placement
• inclusion

Additional information

Notes on contributors

Gretchen L. Jefferson

Shanna Hagan-Burke is an assistant professor in the Special Education Department at the University of Georgia, Athens. Gretchen L. Jefferson is an assistant professor in the Counseling Education and Developmental Psychology Department at Eastern Washington University, Cheney.