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A Proposal To Evaluate Academic Performance As It Relates To Stereotyping Resulting From Educational Partitioning Of Physically Disabled Students

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...end up in special education classes with lowered academic expectations. Other times students are kept in mainstream classes and subjected to the same expectations in terms of their academic performance as are non-disabled students. In many cases this educational partitioning of students with the same mental aptitudes but obvious physical disability results in stereotyping, stereotyping which could reasonably be expected to play a role in educational attainment.
Given the scenario outlined above, questions arise as to how these differing educational expectations and environments, and the stereotyping associated with them, affect learning. A comparison of the academic achievement of these two categories of students, as measured through standardized national tests can instrumental in allowing us to understand the full impact of our educational partitioning of students into special education verses mainstream education.
Environment could, in fact be expected to play a weighty role in academic achievement. Green (1999), for example, recognizes a complex cognitive environment and emphasize the importance of providing a resource-rich...

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