Assigning Grades in the High School Mainstream: Perceptions of Teachers and Students

Abstract

High school progams for mildly handicapped individuals usually provide the opportunity for handicapped students to attend regular classes for at least part of the school day. Thus, students with identified learning problems are placed in classrooms with non handicapped peers, and teachers are confronted with new dilemmas regarding what constitutes acceptable classroom performance. Special education professionals have suggested that traditional grading practices may victimize handicapped students and that handicapped students should not be compared with regular students for grading purposes. This study investigated actual grading practices by academic and vocational teachers in the mainstream and the perception of grades by exception at students. An emergent naturalistic design was employed and individual interviews were conducted with 41 teachers and 15 students. An analysis of the qualitative data indicated that teachers use a different set of criteria for assigning grades to handicapped students effort and attendance are heavily weighed, and some teachers make a systematic effort to establish performance standards for exceptional students. The students themselves indicate an awareness that good behavior and good effort are essential criteria for passing. Teachers expressed an awareness and concern for the special needs of exceptional students and a sense of discomfort with current grading practices.