Handicapped Students and Competency Testing

Abstract

Individualized educational programming for handicapped students and the requirement to pass a competency test appear paradoxical. Competing tests require that handicapped students attain a specified level of academic achievement that may not be commensurate with their educational progress. In the present article, three policy options on the competency testing of handicapped students are analyzed: (1) Handicapped students should be required to pass a competency test prerequisite to receiving a diploma; (2) handicapped students should be exempt from taking the competency test, and granted a regular high school diploma based upon successful completion of their Individualized Education Plan requirements; and (3) differential competency standards should be developed for handicapped students. The strengths and limitations of these policy options are discussed.

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