Special education teachers' attitudes, knowledge, and decision-making about high-stakes testing accommodations for students with disabilities
Bublitz, Daniel F. , Curry School of Education, University of Virginia
Richards, Herbert, Curry School of Education, University of Virginia
Burbach, Harold, Curry School of Education, University of Virginia
Covert, Robert, Curry School of Education, University of Virginia
Trent, Stanley, ED-CISE, University of Virginia
Some students with disabilities use testing accommodations to minimize construct irrelevant variance in their scores. IEP teams are responsible for deciding when it is appropriate to permit the use of these accommodations. Research suggests that the decisions of the IEP teams are often capricious and incorrect. Research also suggests that the special education teacher is considered the authority on accommodations, and in practice, the decision is often left up to their perceived expertise. Furthermore, it is speculated that the knowledge, attitudes, and training of the special education teacher influences decision-making accuracy.
The purpose of the current study is to explore the relationships among the knowledge, training, attitudes, and decision-making accuracy of the special education teacher about testing accommodations for students with disabilities.
PHD (Doctor of Philosophy)
"[Department of] Educational Leadership, Foundations, and Policy."
English
All rights reserved (no additional license for public reuse)
2009
