Grading mainstreamed handicapped pupils has caused considerable consternation for special and regular educators. Because grading practices relating to handicapped pupils have received little attention, this paper investigates the pertinent issues and gives examples. The major purpose is to avoid the confusion caused by arbitrary grading systems. Graders and consumers must be clearly identified, as must the messages intended by the grades. Choosing satisfactory grading formats is discussed. The issues are generalized to all children, including those without handicaps.
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