There is a harsh reality to Special Education and Standardized Testing
Standardized testing is done in most, if not all, states. The test is done to determine if students are making progress in their schools. A school who scores too low ends up suffering consequences.
Many times these tests are not appropriately adapted for disabilities, so those scores end up lower than they might be if they were adapted appropriately. One in California, for example, that was provided in braille had several mistakes in it, as well as making several of the pictures difficult to read for students who were visually impaired. Another year, also in California, placed the tests on computers, but made only a few accommodations for the blind and for students who were not yet ready to use the computer due to cognitive or coordination disabilities.
As a consequence of these things, an unfortunate realty, is that teachers and school administers don’t like including test scores of those with disabilites in the total scores of the school results because they feel the kids with disabilities bring the overall scores down. This can lead to resentment of the students by administration. Often heard is: “our score is 295, but 300 without the special needs scores.”
Is it fair for administration to not include the scores of those with disabilities? Can they or would they go to the state and advocate for the needs of the students rather than separate out the schools’ scores, especially when the tests are not accessible for students with special needs? The attitude of separating the scores is often frustrating for special needs teachers who work just as hard at getting their students’ scores to move up.
The exception to the rule is that students who have very severe disabilities are given a separate test, often one on one with their primary teacher. Those scores are expected to grow over the years as well, but they are adaptable for students who are visually impaired.