| 書目名稱 | Valuing Students with Impairment | | 副標題 | International compar | | 編輯 | J. Joy Cumming | | 視頻video | http://file.papertrans.cn/981/980448/980448.mp4 | | 概述 | Makes an original contribution to policy and practices for the inclusion of students with disability in educational accountability.Provides an international comparative study for the US, England and A | | 叢書名稱 | SpringerBriefs in Education | | 圖書封面 |  | | 描述 | 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 speci | | 出版日期 | Book 2012 | | 關鍵詞 | Australia; England; U; S; ; alternative assessments; educational accountability; educational legislation; ed | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-007-2935-3 | | isbn_softcover | 978-94-007-2934-6 | | isbn_ebook | 978-94-007-2935-3Series ISSN 2211-1921 Series E-ISSN 2211-193X | | issn_series | 2211-1921 | | copyright | The Author(s) 2012 |
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