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Policy and Practice

Knowledge and Beliefs of Education Professionals Related to the Inclusion of Students with Disabilities in a State Assessment

University of Colorado at Colorado Springs, mcrawfor{at}uccs.edu

Gerald Tindal

University of Oregon

Questions related to the inclusion of students with disabilities in the Oregon statewide assessment program were sent to 1,201 special education teachers and 625 principals representing Grades K—12. Teachers and principals responded positively to questions probing their knowledge of statewide policy and their understanding of how to acquire information from the state education department related to test policy. A significant difference between teachers and principals existed on numerous policy questions. Differences were also found between principals and special education teachers on questions related to the usefulness of test results in guiding instructional programs and improving school accountability efforts; on these questions, teachers consistently responded less favorably than principals. Both groups felt that very few parents understood individual test reports for their children.

Remedial and Special Education, Vol. 27, No. 4, 208-217 (2006)
DOI: 10.1177/07419325060270040201


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