Degree Name

Master of Science in Education (MSEd)

Semester of Degree Completion

1998

Thesis Director

Rori R. Carson

Abstract

The issue of grading the academic performance of students with disabilities has become a challenge as the restructuring of special education has placed these students in general education settings. A survey was conducted within the Illinois counties of Clark, Coles, Cumberland, Douglas, Edgar, Moultrie, and Shelby in hopes of determining current policy, desired grading formats and practical grading adaptations for students with disabilities. One hundred responses, which questioned the attitudes and opinions of each group, as well as written policy and guidelines were solicited from each of four defined subgroups (teachers of special education, elementary level classroom teachers, secondary level classroom teachers and school administrators).

Results of this self-report survey yielded information pertaining to district grading policies including the number of districts utilizing mandatory guidelines for the general population as well as those with special guidelines for students with disabilities. Policy requirements and methods of communicating the policies to teachers and parents were also addressed. In addition, results revealed data concerning classroom grading policies, requirements, and other grading considerations. Philosophical issues and acceptability of various grading adaptations indicated diverse, and often contradictory, responses from those surveyed. Results were discussed in comparison to the results from previous studies on grading practices and adaptations. Implications for future research and practice are also included.

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