A Statewide Investigation of Grading Practices and Opinions Concerning Mainstreamed Handicapped Pupils

Abstract

A statewide survey of grading practices and opinions regarding mainstreamed handicapped pupils in grades 5 through 12 was undertaken to provide a current data base and to measure agreement concerning practice and opinion among regular educators, special educators, and adminstrators. Almost one-third of the school systems in North Carolina were represented. Results indicated that respondents agreed about mos practices and that opinions about practices were somewhat consistent with opinions about grading. Respondents graded traditionally an d subjectively. Few had written policies concerning the grading of mainstreamed handicapped pupils though many reported unwritten policies at the classroom, school, and system level.

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