TIES Center Briefs: Grading My Child with Significant Cognitive Disabilities in an Inclusive Classroom (TIES Center Brief #6)
Part of the TIES Center Briefs series.
- Ricki Sabia, Martha L Thurlow
Grades are assigned and report cards given in inclusive classrooms. It is important that thought has been given to how work from students with significant cognitive disabilities will be graded and what will be in the report card. The purpose of this parent Brief is to (a) identify the IEP team’s role in grading and report cards, (b) provide ideas for how to talk to teachers about grades and their meaning, and (c) suggest what to do if the school or district has not yet identified grading and report card considerations for students with significant cognitive disabilities in inclusive classrooms.
- February 2021
- Number 6
- Michael L Moore email@example.com or +1 612-626-0546
- National Center on Educational Outcomes (NCEO)
- TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities
- Educational accountability and assessment
- Parents & Families
- Standards and Accountability
- Students with Disabilities
- Alternate Assessments