Abstract
Research on the grades of students with disabilities included in general education classes has revealed a number of problems, including a preponderance of low grades and lack of a cohesive process by which general and special educators collaborate to develop grading criteria and determine a report card grade. The purpose of this study is to evaluate the effectiveness of a collaborative model for making grading adaptations. Parents, students, general educators, and special educators collaborated to develop and implement personalized grading plans (PGPs) for four middle school students. Results indicate that all participants perceived the process to be more fair and effective than those used previously for making adaptations. Implications for grading practices and integration into the individualized education program (IEP) process are discussed.
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