Wd. Bursuck et al., The fairness of report card grading adaptations - What do students with and without learning disabilities think?, REM SPEC ED, 20(2), 1999, pp. 84
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.