Teacher Perspectives on Inclusion of Students with Disabilities in High-Stakes Assessments

Abstract

Abstract Fifty-seven general and special education teachers shared their perceptions about inclusion of students with disabilities in large-scale assessment programs during a series of focus group discussions conducted in the state of Oregon. Information shared by teachers is summarized under three categories: Teacher Knowledge, Teacher Decision-Making, and Teacher Attitudes. The majority of teachers interviewed shared their apprehensions about the inclusion of all students in statewide assessment programs, while a few teachers exhibited considerable enthusiasm for the process. Teachers were primarily concerned with the impact of test inclusion on the well-being of students with disabilities. Teachers were also troubled by the high stakes associated with test results, and the reporting of these results in the local media. A detailed discussion of the qualitative methods used in this study is also included.