School Practices and Accountability for Students With Disabilities

Prepared for the Institute of Education Sciences (IES), this report examined characteristics and instructional practices in schools that were always SWD (Student With Disabilities)-accountable and schools that were never SWD-accountable between 2005–06 and 2007–08. Findings indicate that always accountable schools were more likely to 1) provide SWD with more time, extended time and block scheduling at the elementary level; 2) adopt new reading and mathematics instructional programs, implement a tiered instructional intervention, and provide instructional and assistive technology; and 3) provide teachers with team teaching opportunities, professional development, and coaching activities.