Expectations for Students with Cognitive Disabilities: Is the Cup Half Empty or Half Full? Can the Cup Flow Over?
This report addresses issues on how to make informed decisions about the best instruction and assessments for students with cognitive disabilities. It also includes an analysis of nationally representative cognitive and achievement data to illustrate the dangers in making blanket assumptions about appropriate achievement expectations for individuals based on their cognitive ability or diagnostic label. In addition, a review of research on the achievement patterns of students with cognitive disabilities and literature on the effects of teacher expectations is included. It is anticipated that the information in this report will help guide decisions about appropriately high and realistic academic expectations for students with cognitive disabilities.
This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)