Valuing Students with Impairment

International comparisons of practice in educational accountability

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Evaluation, Educational Reform
Cover of the book Valuing Students with Impairment by J. Joy Cumming, Springer Netherlands
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: J. Joy Cumming ISBN: 9789400729353
Publisher: Springer Netherlands Publication: January 5, 2012
Imprint: Springer Language: English
Author: J. Joy Cumming
ISBN: 9789400729353
Publisher: Springer Netherlands
Publication: January 5, 2012
Imprint: Springer
Language: English

In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the inclusion of students with impairment in educational accountability assessments in the U.S., England and Australia. Equitable education of students with impairment is worldwide policy. Educational accountability for improvement of educational outcomes is also a worldwide phenomenon. The U.S., England and Australia are well placed economically and politically to pursue best educational practice for students with impairment and well advanced in both provision and educational accountability systems. Examining these three systems enables an analysis of possible optimal practices to guide other countries. The book identifies three models of impairment in place in legislation, policy and enacted practice for educational accountability with students with impairment. Intentions of legislation and policy reflect a social model of impairment—while an individual has an impairment, social practice creates the barrier that leads to a disability. In implementation, legislation and policy rely on a medical model of disability—categorizing disability in medical or specialist terms. In educational accountability practices, it is argued in this book, a third model of disability is created—a psychometric model, with impairment constructed through overemphasis on standardization of assessment processes. Eight explicit and implicit assumptions that underpin the ways students with impairment are valued in educational accountability are identified and discussed. Three recommendations are made to promote equitable inclusive educational accountability practices for students with impairment, to inform future policy and practice in all countries.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the inclusion of students with impairment in educational accountability assessments in the U.S., England and Australia. Equitable education of students with impairment is worldwide policy. Educational accountability for improvement of educational outcomes is also a worldwide phenomenon. The U.S., England and Australia are well placed economically and politically to pursue best educational practice for students with impairment and well advanced in both provision and educational accountability systems. Examining these three systems enables an analysis of possible optimal practices to guide other countries. The book identifies three models of impairment in place in legislation, policy and enacted practice for educational accountability with students with impairment. Intentions of legislation and policy reflect a social model of impairment—while an individual has an impairment, social practice creates the barrier that leads to a disability. In implementation, legislation and policy rely on a medical model of disability—categorizing disability in medical or specialist terms. In educational accountability practices, it is argued in this book, a third model of disability is created—a psychometric model, with impairment constructed through overemphasis on standardization of assessment processes. Eight explicit and implicit assumptions that underpin the ways students with impairment are valued in educational accountability are identified and discussed. Three recommendations are made to promote equitable inclusive educational accountability practices for students with impairment, to inform future policy and practice in all countries.

More books from Springer Netherlands

Cover of the book International Handbook of Inter-religious Education by J. Joy Cumming
Cover of the book Citation Classics from the Journal of Business Ethics by J. Joy Cumming
Cover of the book Biological Invasions and Its Management in China by J. Joy Cumming
Cover of the book Approaches to Qualitative Research in Mathematics Education by J. Joy Cumming
Cover of the book Purpose in Life by J. Joy Cumming
Cover of the book The Common Good: Chinese and American Perspectives by J. Joy Cumming
Cover of the book The Theory of Nationalisation by J. Joy Cumming
Cover of the book The Place of Space and Other Themes by J. Joy Cumming
Cover of the book PAMP Signals in Plant Innate Immunity by J. Joy Cumming
Cover of the book Mapping Wilderness by J. Joy Cumming
Cover of the book Practice Management Compendium by J. Joy Cumming
Cover of the book International Handbook of Jewish Education by J. Joy Cumming
Cover of the book The Ontology of the Middle Way by J. Joy Cumming
Cover of the book The Fundamentals of Quality Management by J. Joy Cumming
Cover of the book Indian Philosophy of Religion by J. Joy Cumming
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy