Grading methods in special education

Alternative Grading Methods Guidelines

The relative 'fairness' of grading special education students with end-of-unit and quarterly assessments that are similar to those given to 'regular' students obviously depends on the level of disability of the student. However, for most special education students more frequent assessment reports are required, to ensure that the student's progress and needs are being adequately charted, monitored, and addressed. Quite often, even high-functioning special needs students have problems with focusing and setting goals. This is why frequent reports are helpful for both the student and the student's teachers and support staff.

Assessments often must be more tailored to special education student's individual needs than the general types of assessments given to mainstream students. For example, students with dyslexia or even students with concentrating and processing disorders like attention-deficit disorder (ADD) may benefit from having an oral component to their assessment, where they listen to a story, and then write answers to questions on paper. Students with -deficit hyperactivity disorder (ADHD) often have additional, behavioral goals as well as formal classroom assignments: they may receive a gold star for paying attention in class and not fidgeting for example. Such cognitive behavioral strategies often depend upon daily monitoring of behavior, and a system of rewards and punishments.