Academic journal article Research Quarterly for Exercise and Sport

Challenges in Setting Performance Standards in Physical Education for Students with Disabilities. (Peer-Reviewed Symposia)

Academic journal article Research Quarterly for Exercise and Sport

Challenges in Setting Performance Standards in Physical Education for Students with Disabilities. (Peer-Reviewed Symposia)

Article excerpt

The inclusion of students with disabilities has become a global trend and a hot discussion topic in education including physical education over the past 30 years. More recently, the Individuals with Disabilities Act Amendments of 1997 added a requirement of including students with disabilities to all assessments in education. Performance standards often serve as benchmarks to indicate how well students are to perform on content standards. Performance standards have also been used to help students with disabilities develop individual education programs, identify a least restrictive environment/placement, and report physical education grades. The challenge to set performance standards for students with disabilities arises when the needs and attributes of this population are taken into considerations. Determining whether students with disabilities should be held to the same or separate performance standards as their peers without disabilities is often a controversial point of debate. The major argument in favor of using differentiated performance standards with low expectations is that they are likely to promote tracking of learning, encourage achievement, and enrich self-concept of students with disabilities. However, if the performance standards are closely tied to the minimal requirements for the construct being measured, such as to be able to lift certain weights to become fireman, the same standards should be held for all those assessed. …

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