The article examines some of the implications of minimum competency standards and alternative policies for handicapped students. It is concluded that although the alternative of determining policies on an individual basis presents problems in terms of consistency and equity across handicapped students, it still seems to be the best approach. (SBH)

Common practices regarding competency testing for handicapped students have ranged from inclusion and exclusion to selective inclusion based on handicapping condition. Factors involved in deciding about minimum competency testing include conceptualizing the categories of handicaps into two groups: students who require a modified learning…

Minimum competency testing in Louisiana emphasizes individual needs (as delineated in the indiviualized education program) regardless of special education classification. Nine format/procedural modifications are allowed on the Basic Skills Test, including braille editions and extended time. Test administration and score reporting may also be…

The article reviews minimum competency requirements for handicapped students in the 39 states which have set minimum standards indicating a range from total exclusion of handicapped students from the testing program to required participation with no modifications. It is suggested that separate minimum standards be defined for special education…

The current status of minimal competency tests for special education students is discussed with particular emphasis on the legal implications. (SBH)

Barbara Jordan served as the hearing officer for three-day adversary evaluation hearings about the pros and cons of minimum competency testing (MCT). This report is the complete transcript of the third day of proceedings. The pro team testimony, led by James Popham, began with William Raspberry, who presented his view of the likely impact of MCT.…

A rationale is provided for integrating steps that are necessary both in minimum competency testing programs and in the process required under Public Law 94-142 (the Education for All Handicapped Children Act) for developing individualized education programs for handicapped children. (Author)

The article analyzes three policy options in the competency testing of handicapped students: (1) requiring the handicapped to pass a competency test; (2) exempting the handicapped from such tests if their Individualized Education Plan requirements are met; and (3) development of differential competency standards for these students. (Author/DB)

Questions are addressed to the British Secretary of State for Education concerning: conflicts between the national curriculum and testing program and abilities of the disabled, the potential for the increased segregation of emotionally or learning disabled children, and the pattern of special education services 10 years from now. (DB)

Because Illinois public school districts have been mandated to develop a minimal competency testing policy by 1980, the Illinois Council for Exceptional Children commissioned a study on competency testing and the handicapped to generate recommendations that could be used by local districts in developing policy. Recommendations are listed.…

The document provides information related to statewide testing of exceptional students for the North Carolina Annual, Minimum Skills Diagnostic, End-of-Course, and Competency Testing programs. Guidelines for the appropriate use of alternative test formats, aids, or a different test environment with disabled students are given. Included are rules…

Recommendations are made by the Illinois Council for Exceptional Children regarding minimal competency testing (MCT) for handicapped children. The position endorses the use of the individualized education program (IEP) as the most appropriate device to insure an appropriate education for handicapped children. Legal issues involving discrimination…

Among findings of the state surveys were that most states were still in the process of formulating policies concerning minimum competency testing (at the time of the survey) and that either no policy had been established or existing special education programs were expected to meet the need of remedial measures for handicapped students who do not…

Discussion of the effect of minimum competency tests for graduation notes both positive (such as greater access to the general curriculum) and negative (such as increased referrals to special education) to improve a school's overall scores. Continually changing special education procedures are seen, however, to have led to a decline in teachers…

Proposals for a British national curriculum and national assessment procedures are discussed in terms of a timetable for implementation, the foundation subjects, relevance of subjects to children's lives, attainment targets and testing, and children with special educational needs. (DB)