Standardized test and how it measure students’ achievements.
The purpose of this study is to investigate which types of placement for disability students in schools produce higher test scores on standardized tests. Disability students are required to take standardized tests based on the No Child Left Behind (NCLB) act that was implemented in 2001. The NCLB law holds all schools accountability for the success of every student including those with disability. The students with disabilities are placed in regular instructional classrooms.
However disability students are not always given the same type of instruction as students without disability. Disability students are pulled out of classes and placed in a special education environment. During these special education sessions the disability students receive remedial lessons then they are sent back to the inclusion educational surrounding. If planning is to be administered effectively then it is important to determine whether educational inclusion classes or special education sessions produce higher test scores on standardized tests.
In the United States of America public schools there is an Individual Education Program (IEP) that a group of people use as a method to place students with disability. These groups of individuals decide which type of learning is essential for the students. That is; whether or not the students with disabilities should be placed in an inclusion educational classroom for instruction or pulled out of class for remedial lessons during the course of the school day. These students are placed in a category known as students with IEP and given special education but they are allowed to take the same standardized tests as their peers in an inclusive educational setting. According to Meleskey (2007) there are controversial issues in regards to students with disabilities and inclusive classrooms. In 2009 Moore asserted that; if decisions are to be made about students with disabilities...