Preferences and Attitudes toward Accommodations of Traditional Assessment in Secondary Social Studies Classrooms

Abstract

With the passage of the No Child Left Behind Act and the reauthorization of The Individuals with Disabilities Education Act, inclusion of children with special needs is no longer just something to think about. Teachers are often faced with the dilemma of how to appropriately educate these students in the regular classroom. One area that is often a major concern is assessment. This paper looks specifically at assessment in the regular social studies classroom and the adaptations and modifications social studies teachers most frequently use.

Citation

Stufft, D.L., Bauman, D. and Ohlsen, M. (2009), "Preferences and Attitudes toward Accommodations of Traditional Assessment in Secondary Social Studies Classrooms", Social Studies Research and Practice, Vol. 4 No. 2, pp. 87-98. https://doi.org/10.1108/SSRP-02-2009-B0008