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SEND and accountability FINAL IJIEd postprint.pdf (338.54 kB)

Special educational needs, disability and school accountability: an international perspective

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journal contribution
posted on 2013-06-07, 11:09 authored by Emma Smith, Graeme Douglas
Standards-based accountability approaches in education are increasingly being adopted in many industrialised countries. This tends to involve the scrutiny of student performance in national academic tests and then holding schools accountable for subsequent progress. International assessments such as Programme for International Student Assessment (PISA) are not accountability measures in themselves, but are often utilised in a similar way and national policies are judged against performance in these tests. Drawing upon the examples of PISA and national assessments in the USA, this paper explores how students with special educational needs and disability (SEND) are included in, and served by, these assessment policies. The analysis suggests that while these approaches are inclusive in their intent (most obviously through efforts to include students with SEND in testing) they may poorly represent the progress of these students. It is argued that more equitable inclusion of students with SEND must find a balance between accountability measures which measure performance in traditional attainment-focused tests and other relevant assessments which are meaningful to the given student and/or SEND sub-group.

History

Citation

International Journal of Inclusive Education, 2013, in press

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education

Version

  • AM (Accepted Manuscript)

Published in

International Journal of Inclusive Education

Publisher

Taylor & Francis (Routledge)

issn

1360-3116

eissn

1464-5173

Copyright date

2013

Available date

2014-11-07

Publisher version

http://www.tandfonline.com/doi/full/10.1080/13603116.2013.788222#.UbG565yGc-0

Notes

This is an Author's Accepted Manuscript of an article published as Emma Smith & Graeme Douglas: Special educational needs, disability and school accountability: an international perspective, International Journal of Inclusive Education, (2013) © Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/13603116.2013.788222.

Language

en

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