Whom Do You Mean When You Say All Educator Beliefs Regarding Students with Learning Disabilities Achieving Colorados Educational Standards.Report as inadecuate




Whom Do You Mean When You Say All Educator Beliefs Regarding Students with Learning Disabilities Achieving Colorados Educational Standards. - Download this document for free, or read online. Document in PDF available to download.





This study explored beliefs of administrators and teachers in Colorado about applying the concept that "all students can learn" to students with learning disabilities. The following topics are reviewed: components of standards-based education (SBE), the least restrictive environment, individualized education plans (IEPs), establishing high academic standards for students with learning disabilities, limits of the "all students can learn" concept, and the relationship of IEPs and SBE. One study objective was to determine whether differences existed in the beliefs of staff who held various positions. For each of two school districts, interviews were conducted with two school board members, the superintendent, the curriculum director, a special education director, two principals, two special education teachers, and four general education teachers. Responses were categorized as either ambivalent, high belief, or low belief in the concept that all students can learn. The high belief group expressed views that SBE could or should be used to close the learning gap between students with learning disabilities and their peers who do not have difficulties. Central office administrators (superintendent, special education director, and curriculum coordinator) were the only category of staff that consistently held high beliefs that all students can learn. (Contains 41 references.) (SW)

Descriptors: Academic Achievement, Academic Standards, Administrator Attitudes, Elementary Secondary Education, Equal Education, Individualized Education Programs, Learning Disabilities, Mainstreaming, Outcome Based Education, Teacher Attitudes











Author: Watson, Don E.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12485&id=ED385046







Related documents