ABSTRACT
This chapter focuses on the purposes of grading, the many different considerations necessary for students with disabilities, and then deals with a discussion of graduation. The problem is manifested in large part because general education teachers often receive little if any, training on grading the performance of students with disabilities. As an Emotional Support and Learning Support teacher from a small district, this individual expressed that they would like their special education leaders to know that their classroom has a different dynamic than regular education classrooms might have. In order to support and appropriately educate each student, lesson plans must be made for each student. Business leaders often state that they want students to be ready for careers, while others state that students should be prepared for a post-high school academic program, be it a traditional four-year college or a technical school.
