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Collaborative Performance Evaluation Adaptation Process Development to Enhance Access to the General Curriculum for Students with Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2006, 7(2), pp.237-263
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kang, Kyung Sook 1,  이나영 2

1원광대학교
2광명북고등학교

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ABSTRACT

This study presents implementation method of performance evaluation adaptation through collaboration amongst teachers in context of accessing the general curriculum by students with disabilities. Accessing the general curriculum is actively discussed to support and ensure the right of learning of the students with disabilities.Collaborative performance evaluation adaptation process is developed to support the students with disabilities to rationally participate the performance evaluation. The processes are presented in steps; 1) adaptation of collaboration indicator, 2) implementing the general curriculum, and 3) evaluation based on the indicator. From these steps, the adaptation of indicator is divided into three areas based on the levels of adaptation; 1) no adaptation, because the same scoring system and evaluation contents used for general students are applied, 2) limited adaptation, because the same scoring system used for general students, and adapted evaluation contents are used, and 3) full adaptation, because the scoring system and the evaluation contents are all adapted to meet the needs. Furthermore, "performance evaluation adaptation indicator" that encompasses more general curriculum subjects from each K-12 grades, should be developed and actually used in schools.

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