Reforming Education: Is Inclusion in Standardization Possible?
Abstract
Two reforms have evolved over the past fifteen years in the North American public education system, inclusion and large-scale assessment. The inclusion movement emerged from an educational reform to establish equal access to education, and the implementation of large-scale assessments stemmed from standards-led reform to encourage high standards for students. This article examines the implementation of these two complex educational movements; analyses how the large-scale assessment movement has incorporated inclusive practices; and presents existing examples that attempt to facilitate inclusive processes in large-scale assessment practices.
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