Schools favor inclusion when forced to report academic progress
from Disability Scoop
As Congress debates the role of testing, a new report finds that schools with the greatest accountability for students with disabilities are most likely to promote inclusion. Schools held to more stringent academic reporting standards are more likely to deliberately transition kids with disabilities from self-contained to mainstream classrooms, according to the study from the U.S. Department of Education's Institute for Education Sciences. The findings suggest that educators may be more motivated to help students with disabilities achieve alongside their typically-developing peers when schools must account for progress.
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