摘要：The nation-wide movement toward increased accountability in our schools has been implemented in large part through state-mandated standardized testing of students. The state assessments in Texas, as in many states, have a powerful influence on educators’ decisions and practices. Whether or not students with special learning needs are provided with an educational experience in the least restrictive environment is dependent upon the decisions and actions of educators. The high-stakes testing agenda in Texas influences decisions related to the inclusion of students with special learning needs. In this article, we examine the issue of how the inclusion of students with disabilities is being achieved in the midst of the high-stakes testing environment of south Texas. Using a questionnaire mailed to general and special education teachers along with school administrators, we examine educators’ attitudes/practices concerning inclusion and testing.
