The fairness of report card grading adaptations - What do students with and without learning disabilities think?

As more and more students with learning disabilities are being included in general education classes, concerns have arisen in regard to the low grades that these students are likely to receive. Although there Is some evidence to suggest that teacher adaptations of grades are helpful, the extent to w hich teachers implement grading adaptations may be influenced at least in p art by the teachers' perceived acceptability of the adaptations. One factor that may influence perceived teacher acceptability is student perceptions. Teachers may be unlikely to use adaptations that are perceived as negative by their students. The purpose of this study was to (a) assess high school students' perceptions of the fairness of grading adaptations, (b) identify factors (e.g.. achievement level) that may influence perceptions of fairne ss, and (c) identify practices deemed most fair and acceptable to students with and without learning disabilities. This purpose was met by surveying a nd interviewing high school students with and without learning disabilities . The results of the surveys and interviews as well as their implications f or grading students with learning disabilities in general education classes are discussed.