Reform for EVERY Learner: Teachers ' Views on Standards and

This report discusses the outcomes of a study that examined how educational reforms, specifically those related to new content and performance standards, assessments, and enhanced accountability, are being defined and implemented at the district, school, and classroom levels and how those reforms are involving and affecting special education programs and students. During the first phase of the research, case studies of five school districts were constructed based on information obtained through in-depth interviews, focus groups, observations, and extensive document reviews. The second phase of the research focused very specifically on teachers and the classrooms. Research during Phase 2 focused on four of the original five districts. Findings from the study indicate almost every teacher and every school were aware that all students were expected to participate and learn the content of the general education curriculum; however, access was dependent on a number of conditions, including teacher ownership and teacher knowledge, understanding what access to the general education curriculum means, and the perception that teachers have that they must cover more subject matter material in the same amount of time. The report concludes by calling for professional development for general and special educators that promotes mutual understanding of students and curricula. (CR) Reproductions supplied by EDRS are the best that can be made from the original document