《残疾人教育法》(想法),1973年的康复法案504条款,ESEA标题我需要包含所有残疾学生状态评估体系(美国能源部,2003)。此外,1997年修正案规定,残疾学生必须包括在国家和地区评估。这进一步挑战的26个州实施了这些测试开发政策选项允许参与这些学生(约翰逊,等,2007)。然而,并不是所有的研究都认为这些政策是完全消极的学生接受特殊教育服务。Thurlow和约翰逊(2000)报道特殊教育学生的利益参与高风险测试获得普通教育课程的保证。因此,残疾学生更为综合性的教室里的一部分,不再留下。然而,作者认为残疾学生也可能负面影响通过高风险的考试相比,身体健全同行。这个观点得到研究人员研究了这些测试对低收入家庭的学生和学生的影响的颜色。
加拿大公民权利学论文代写:残疾人教育法
The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and ESEA Title I require inclusion of all students with disabilities in a State assessment system (US DOE, 2003). In addition, the IDEA Amendments of 1997 stipulate that students with disabilities must be included in state and district assessments. This further challenges the 26 states that have implemented these tests to develop policy options to allow participation of these students (Johnson, et al, 2007). However, not all research views these policies as completely negative for students receiving special education services. Thurlow and Johnson (2000) reported the benefit of special education student participation in high-stakes testing as the assurance of access to general education curriculum. Therefore, students with disabilities are a more-integrated part of the classroom and are no longer left behind. However, the authors state that students with disabilities may also be negatively impacted by high-stakes exams when compared to their non-disabled peers. This sentiment is echoed by researchers who studied the impact of these tests on low-income students and students of color.
