The purpose of this study was to ascertain vocational interests and self-estimated work-relevant abilities of young adults with disabilities. Results showed that young adults with both low incidence and high incidence disabilities have a wide range of interests and self-estimated work-relevant abilities that are comparable to those in the general…

In recent years, U.S. schools have seen a growth in the number of special education paraprofessionals employed to serve special education students as well as a growth in the roles these individuals are expected to play in schools. In addition, with passage of the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities…

This paper provides information about New Mexico High School Competency Examination (NMHSCE), a minimum competency test. Its purpose is to meet a state mandate. It will be replaced by the Grade 11 Standards Based Assessment/High School Graduation Assessment (SBA/HSGA) in spring 2011 as the state's high school exit exam. The NMHSCE was administered…

The paper addresses the issues of testing modifications with handicapped students in Houston (Texas) Independent School District. Using descriptive data, the performance of secondary mainstreamed and nonhandicapped students on course proficiency field tests without modifications are compared. Approximately 65% of the mainstreamed students were…

Analysis of minimum competency testing administered in 1973 to handicapped students in North Carolina demonstrated the need to devise an acceptable alternative for students with little chance of success. The unknown effects of test modifications for different handicaps was found to be another problem. (CL)

To eliminate some of the unfairness in graduation requirements for handicapped students, the author proposes a system in which secondary students would leave school when their goals were achieved. In doing away with the diploma, his approach would also mark the end of compulsory attendance, required classes, and competency testing. (CL)

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…

The report summarizes information from a survey involving 54 state and territory directors of special education who responded to six questions regarding the following: mandated competency testing programs, individuals required to take the test, special procedures used in administering the test, awarding regular or special diplomas to handicapped…

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 addresses 10 questions that should receive thoughtful consideration prior to initiating a competency testing program for handicapped students. (Author)

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.…

Samples of handicapped and nonhandicapped pupils were compared on the following: initial Minimum Competency Test (MCT) performance, participation in remediation, improvements in subsequent MCT, and eligibility for receiving high school diplomas. Nonhandicapped pupils generally fared better on all measures, although sharp differences were found…