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1
Stotsky, Sandra. „Licensure Tests for Special Education Teachers“. Journal of Learning Disabilities 42, Nr. 5 (26.06.2009): 464–74. http://dx.doi.org/10.1177/0022219409338740.
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To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.
2
Wall, M. „Special tests“. Nurse Education Today 9, Nr. 5 (Oktober 1989): 359. http://dx.doi.org/10.1016/0260-6917(89)90136-6.
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3
Hoy, Mary P. „Observation opportunities for rural special education“. Rural Special Education Quarterly 8, Nr. 2 (Juni 1987): 2–6. http://dx.doi.org/10.1177/875687058700800201.
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This article describes a unique observation laboratory experience available to teacher preparation institutions. Live microwave broadcasts from two special education and six regular elementary classrooms are disseminated nationally via satellite. Observation theory is merged with effective teaching research in an instructional model that has demonstrated effectiveness. Results of pre/post correlated t -tests indicated a significant difference in the treatment group for anecdotal recording, time sampling, effective teaching knowledge, and classification of teaching behaviors.
4
Kanaya, Tomoe. „Intelligence and the Individuals with Disabilities Education Act“. Journal of Intelligence 7, Nr. 4 (21.11.2019): 24. http://dx.doi.org/10.3390/jintelligence7040024.
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One of the stated purposes of this Special Issue is to “discuss when and why intelligence has disappeared” in education. In this paper, I argue that intelligence is still heavily involved in public education in the United States due to the Individuals with Disabilities Education Act. Moreover, due to several factors, including high-profile court cases, intelligence tests are legally used in an inconsistent manner in special education decision-making throughout the U.S. These cases illustrate the complex issues surrounding the psychometric properties of intelligence tests, historical conflicts surrounding racial equity, differences in federal versus state policies, and methodological concerns surrounding special education policies are discussed.
5
Mabry, Kemp. „A Guide to 75 Tests for Special Education by Carolyn Compton“. Measurement and Evaluation in Counseling and Development 20, Nr. 3 (Oktober 1987): 134. http://dx.doi.org/10.1080/07481756.1987.12022861.
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6
Connelly, James B. „Published Tests—Which Ones Do Special Education Teachers Perceive as Useful?“ Journal of Special Education 19, Nr. 2 (Juli 1985): 149–55. http://dx.doi.org/10.1177/002246698501900203.
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Yaman, Ç., V. Uluışık, G. Hergüner und A. Önal. „Examining the attitudes of physical education teachers towards special education (the handicapped)“. Physical education of students 22, Nr. 4 (28.08.2018): 207–16. http://dx.doi.org/10.15561/20755279.2018.0406.
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Purpose: The purpose of the present study was to determine the education of physical education teachers working at special education schools or classes in this field and to determine the attitudes of them towards students who need special education. Material: Our study was designed in the form of review model, and 164 questionnaires were included in the analyses. The questionnaires were filled fully by teachers who were selected with the Random Sampling Method and who were contacted in person. The data collection tool used consisted of two parts; Personal Information Form and the Attitude Scale for the Handicapped. Non-parametric tests like Mann Whitney U-Test and Kruskal Wallis H-Test were used in the study because the data did not show normal distribution. Results : According to the findings, it was determined that the attitudes of the participants in the family life sub-dimension were moderate; and the scores were high in educational medium, interpersonal relations, working life, personal characteristics, competence-independent life and total attitudes. Conclusions: As a result, there is a significant loss of productivity due to the lack of special training in physical education teachers who are appointed to special education schools and to job training centers through centralization method.
8
Hessen, David J. „Likelihood Ratio Tests for Special Rasch Models“. Journal of Educational and Behavioral Statistics 35, Nr. 6 (Dezember 2010): 611–28. http://dx.doi.org/10.3102/1076998609359787.
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Tamir, Pinchas. „Marking strategies of student tests in Israel with special reference to an innovative marking procedure of practical tests“. Studies in Educational Evaluation 13, Nr. 1 (Januar 1987): 91–103. http://dx.doi.org/10.1016/s0191-491x(87)80023-8.
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Hurwitz, Sarah, Brea Perry, Emma D. Cohen und Russell Skiba. „Special Education and Individualized Academic Growth: A Longitudinal Assessment of Outcomes for Students With Disabilities“. American Educational Research Journal 57, Nr. 2 (25.06.2019): 576–611. http://dx.doi.org/10.3102/0002831219857054.
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This study examined the effectiveness of participating in special education on the academic outcomes of students with disabilities. A sample of 575 students from a large, urban school district were followed longitudinally as they transitioned between general and special education to evaluate whether receiving special education services was associated with improvements in academic trajectories. Using student fixed effects models of within-person change over time, individuals’ performance on standardized tests were compared before, during, and/or after special education placement. Results indicate that test scores of students with disabilities improved after being enrolled in special education. Additionally, students exiting special education exhibited a sustained trajectory of academic growth, suggesting that participation in special education in this district was associated with enduring improvements over time.
11
Sandoval, Jonathan. „Litigating intelligence: IQ, tests, special education, and social science in the courtroom“. Children and Youth Services Review 11, Nr. 2 (Januar 1989): 197–200. http://dx.doi.org/10.1016/0190-7409(89)90037-6.
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Schutz, Richard E. „New Faces of Validity of Educational Tests“. Educational Evaluation and Policy Analysis 7, Nr. 2 (Juni 1985): 139–42. http://dx.doi.org/10.3102/01623737007002139.
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Validity is no longer applicable only to the psychometric community. Today the school community, the courts, the news media, government, and special interests have at least an equal hand in the matter. The paper updates the concept of test validity to match the current educational scene. The new conception entails a set of 10 categories yoked together in pairs: curriculum and instructional validity, statutory and forensic validity, media and journalistic validity, political and legislative validity, and partisan and activist validity.
13
Clausen-May, Tandi. „International mathematics tests and pupils with special educational needs“. British Journal of Special Education 34, Nr. 3 (08.11.2007): 154–61. http://dx.doi.org/10.1111/j.1467-8578.2007.00471.x.
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Shinn, Mark R., Gerald A. Tindal und Deborah A. Spira. „Special Education Referrals as an Index of Teacher Tolerance: Are Teachers Imperfect Tests?“ Exceptional Children 54, Nr. 1 (September 1987): 32–40. http://dx.doi.org/10.1177/001440298705400104.
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The academic performances and naturally occurring characteristics of students referred by regular education classroom teachers for possible placement in special education programs were examined. Curriculum Based Assessment procedures were used with 570 grade 2 through 6 students referred because of reading difficulties. Teacher bias was examined by comparing the reading performances of referred students as a function of their sex and ethnicity and by comparing the percentages of students to the base rate population of low reading performers. Teacher accuracy was investigated using “narrow band” or “broad band” definitions. Findings indicated that teachers are both accurate and biased in the referral process. The implications of the findings are discussed in relationship to current identification practices and to the suggestion that teachers be treated as tests in lieu of current practice.
15
Schulte, Ann C., und Diane N. Villwock. „Using High-Stakes Tests to Derive School-Level Measures of Special Education Efficacy“. Exceptionality 12, Nr. 2 (Juni 2004): 107–26. http://dx.doi.org/10.1207/s15327035ex1202_4.
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Andajani, Sri Joeda, und Asri Wijiastuti. „E-Learning Development for Special Education Postgraduate Students“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 14 (31.07.2020): 269. http://dx.doi.org/10.3991/ijet.v15i14.13893.
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The specific purpose of this study is to report the process of developing e-learning course on motion-building and mobility for students’ learning at the postgraduate of special education study program. This research was conducted to measure the e-learning capability on motion-building and mobility courses, which were applied through expert validation tests by using instruments in conducting assessments. Whereas the test users are the postgraduate students of special education study program by using the instrument in conducting assessment. The blended learning model of motion-building and mobility courses is designed and packaged offline in online textbooks of motion-building for blind children and motion therapy of cerebral palsy children. Based on the process of assessing the feasibility of the product’s validity and practicality, the product validity test results from the validator on all assessment items get a good result in score 3.6. The assessment results to test the practicality of users toward the product obtain a good result in score 3.4. Based on those results, it can be concluded that the implementation of e-learning on movement and mobility course for learning in post-graduate of special education study program worthiness is proven.
17
Levchenko, I. Yu, E. V. Logunova und T. V. Skrebets. „Diagnostic competence of undergraduates enrolled in "special (defectological) education"“. Vestnik of Minin University 7, Nr. 3 (10.08.2019): 11. http://dx.doi.org/10.26795/2307-1281-2019-7-3-11.
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Introduction: the article presents the results of the study of diagnostic competence of undergraduates studying in the master's degree in the specialty of special (defectological) education. The content of diagnostic activity of the modern teacher-defectologist and the structure of diagnostic competence are considered. The variative multi-level readiness of master's students of the first year of study to master the content of diagnostic activities for the examination of persons with disabilities is revealed.Materials and methods: the study of the readiness of undergraduates of the first year of study for diagnostic activities was carried out with the help of special tests developed by a team of teachers of the Department of special pedagogy and special psychology to assess the knowledge and skills of students in the direction of "Special (defectological) education". In addition to the tests, the survey participants were used. The results of the survey and testing were interpreted on the basis of qualitative and quantitative approach.The results of the study: the study identified variable groups of undergraduates with various characteristics. Variability depended on basic education, experience of previous work in correctional institution, presence of persons with various deviations in families. All participants of the experiment had a positive motivational orientation. In assessing and analyzing the level of formation of diagnostic competence, a combination of several approaches to assessing the results of the study was used.Discussion and conclusions: diagnostic competence aimed at solving the problems of examination of children of different ages with various developmental disorders to determine the special conditions of their education and upbringing, occupies an important place in the formation of professional competence of masters of special (defectological) education. Diagnostic competence of the master of special (defectological) education has a multicomponent structure, including motivational, operational and reflexive components and can be represented at several levels of formation.
18
Stone, Brian J., Betty Gridley und James Treloar. „Validation of a Battery of Preschool Screening Tests for Predicting Special Education Placement“. Diagnostique 17, Nr. 4 (Juli 1992): 289–97. http://dx.doi.org/10.1177/153450849201700406.
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Lockwood, Adam B., Ryan L. Farmer, Kathy J. Bohan, Shannon Winans und Karen Sealander. „Academic Achievement Test Use and Assessment Practices: A National Survey of Special Education Administrators“. Journal of Psychoeducational Assessment 39, Nr. 4 (26.02.2021): 436–51. http://dx.doi.org/10.1177/0734282920984290.
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This study examined current academic achievement test use and assessment practices in the United States. Special education administrators from 725 US school districts were surveyed using an online platform to determine current trends in the use of norm-referenced academic achievement tests (NRTs) and curriculum-based measures (CBMs). Administrators reported that school psychologists most commonly administered the NRTs used to help determine special education eligibility, although special education teachers also fill this role frequently, particularly in Western states. General and special educators are the most likely staff to administer CBMs. A detailed accounting of academic achievement assessment practices is discussed including which tests are used and the differences in assessment roles by region and district locale. Implications of these findings for the training of educators and for research are considered.
20
Jackson, Michelle, Tatiana Khavenson und Tatiana Chirkina. „Raising the Stakes: Inequality and Testing in the Russian Education System“. Social Forces 98, Nr. 4 (15.10.2019): 1613–35. http://dx.doi.org/10.1093/sf/soz113.
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Abstract Sociologists have argued that high-stakes tests open the door to high levels of educational inequality at transition points: in a high-stakes testing regime, parents and students are able to focus all energy and resources on test preparation, thus enhancing pre-existing inequalities in academic performance. But arguments about a special role for high-stakes tests are often prosecuted without explicit comparisons to other types of tests and assessments, usually because information on other tests is not available. In this article, we analyze a unique dataset on a contemporary cohort of Russian students, for whom we have PISA and TIMSS scores, low-stakes test scores, and high-stakes test scores. We compare the role each test plays in mediating socioeconomic background inequalities at the important transitions in the Russian educational system: the transition to upper secondary education and the transition to university. We find evidence in favor of a special role for the high-stakes test at the transition to university, but we also find evidence that gives cause to question the standard assumption that high-stakes tests should be a primary focus for those concerned about inequality of educational opportunity.
21
Helwig, Robert, und Gerald Tindal. „An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests“. Exceptional Children 69, Nr. 2 (Januar 2003): 211–25. http://dx.doi.org/10.1177/001440290306900206.
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This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.
22
Galletly, Susan A., Bruce Allen Knight und John Dekkers. „When Tests ‘Frame’ Children: The Challenges of Providing Appropriate Education for Children With Special Needs“. Australasian Journal of Special Education 34, Nr. 2 (01.11.2010): 133–54. http://dx.doi.org/10.1375/ajse.34.2.133.
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AbstractDecision-making regarding intensive instructional support for children with special needs should build from children's instructional needs, and not from diagnostic labelling and criteria for funding eligibility. Cognitive referencing, the use of results on intelligence and language quotients to decide children's academic options and funding eligibility, is established as inappropriate practice yet continues to be used by many education systems. This paper discusses systemic practices in Australia, the United Kingdom and the United States, and then details four cases of children ‘framed’ by their tests, that is, experiencing unwarranted disadvantage due to how they were positioned by their tests and diagnoses. The final section makes recommendations for considerations needed in the improving of Australian education of children with special needs.
23
Beer, John. „Specific and Diversive Curiosity in Students in Special Education Classes“. Psychological Reports 59, Nr. 1 (August 1986): 307–9. http://dx.doi.org/10.2466/pr0.1986.59.1.307.
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Two tests of curiosity, designed for mentally retarded or nonverbal individuals, were given to 40 children selected from classes for gifted, learning disabilities, personal and social adjustment, and mentally retarded children in a small rural school system in the midwest. Each subject was administered four trials with the Maze Test, a measure of diversive curiosity (a state induced by conditions of changelessness, repetition, and monotony) and one trial with the Which-to-discuss Test, a measure of specific curiosity (a state induced by conditions and stimuli high in complexity, incongruity, or novelty). The gifted group performed significantly higher on the Which-to-discuss Test than the other three groups, and the mentally retarded performed significantly lower on the Maze Test than the other three groups.
24
Maksic, Slavica, und Mirosava Djurisic-Bojanovic. „Measurement of children's creativity by tests“. Zbornik Instituta za pedagoska istrazivanja, Nr. 35 (2003): 45–62. http://dx.doi.org/10.2298/zipi0335045m.
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After over a 50-year permanent development of tests designed to measure creativity and the results they produced, a question is raised if creativity can be measured by tests at all. A special problem are procedures for measuring creative potential in younger children because children, unlike adults, do not possess creative products that are a single reliable evidence of creativity in the real world. The paper considers test reliability and validity in measuring creativity as well as the dilemma: how much justifiable it is to measure children's creativity by tests if it is not clear what they measure and if there is not a significant relationship between creativity scores and creativity in life. Unsatisfactory creativity test reliability and validity does not mean those tests should be given up the majority of researchers agree. Of the tests of creativity administered in work with the young, the status of Urban-Jellen Test of Creative Thinking - Drawing Production (TCT-DP) is given prominence due to the fact that over the past ten years or so it has been used in a larger number of studies as well as in some studies carried out in this country. In TCT-DP scoring is not based on statistical uncommonness of the figures produced but on a number of criteria derived from Gestalt psychology. The factor analyses of the defined criteria of creativity, applied on samples in various settings yielded that the test contains an essential factor of creativity "novelty".
25
Susanti, Dian Eka, Agus Ramdani und Dadi Setiadi. „Inclusive Education: Planning Process in Primary School 20 Mataram“. International Journal of Multicultural and Multireligious Understanding 7, Nr. 7 (07.08.2020): 202. http://dx.doi.org/10.18415/ijmmu.v7i7.1774.
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The aim of the study was to describe the planning of inclusive education programs in primary school 20 of Mataram. The study used a qualitative approach and was conducted at Elementary School 20 Mataram. Data sources used are primary data and secondary data. The data validity test in this study includes the credibility, reliability, and validity tests. The results showed that the planning carried out by Elementary School 20 Mataram was carried out by establishing an annual work program with student activities for a year, including students with special needs, these activities include identification and evaluation of students at the time of registration of new students, meetings of routine parents of children with special needs and schools, class promotion meetings, extracurricular exercises, training of managers of children with special needs, the composition of individual learning programs.
26
Schellinger, Terri, und John Beer. „Correlations among Special Education Students' Wisc—R IQS and Sra Scores“. Perceptual and Motor Skills 73, Nr. 3_suppl (Dezember 1991): 1225–26. http://dx.doi.org/10.2466/pms.1991.73.3f.1225.
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For 50 children in special education from rural north central Kansas school districts (30 boys, 20 girls) were recorded SRA scores (Composite, Reading, Mathematics, and Education Quotient) and WISC—R IQs (Full Scale, Verbal, and Performance). There were no sex differences on any variable and all variables intercorrelated (Pearson) significantly. The two tests gave similar results over-all, confirming that the individually administered WISC—R and the group-administered SRA provide information on children's academic abilities and, used together, give a basis for appropriate judgments regarding academic abilities.
27
Summers, Jean Ann, Lesa Hoffman, Janet Marquis, Ann Turnbull, Denise Poston und Louise Lord Nelson. „Measuring the Quality of Family—Professional Partnerships in Special Education Services“. Exceptional Children 72, Nr. 1 (Oktober 2005): 65–81. http://dx.doi.org/10.1177/001440290507200104.
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One difficulty in monitoring the quality of family—professional partnerships has been the lack of a psychometrically acceptable and sufficiently general instrument with which to assess them. The current work describes the development of the Family—Professional Partnership Scale, which assesses parents' perceptions of the importance of and their satisfaction with family—professional partnerships. Indicators were constructed from qualitative research on families with children with and without disabilities, and the scale was refined across two field tests that included families with children with a wide range of ages and disability types and severity. Both the 18-item overall scale and the two 9-item subscales demonstrated excellent psychometric properties. The possible uses of this scale in future research and service delivery are discussed.
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Everson, Howard T. „Introduction to Special Section: The Validity of Using College Admission Tests as Indicators of High School Accountability“. Educational Measurement: Issues and Practice 38, Nr. 4 (Dezember 2019): 9. http://dx.doi.org/10.1111/emip.12308.
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MACSWAN, JEFF, und KELLIE ROLSTAD. „How Language Proficiency Tests Mislead Us About Ability: Implications for English Language Learner Placement in Special Education“. Teachers College Record 108, Nr. 11 (November 2006): 2304–28. http://dx.doi.org/10.1111/j.1467-9620.2006.00783.x.
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Zancanella, Don. „The Influence of State-Mandated Testing on Teachers of Literature“. Educational Evaluation and Policy Analysis 14, Nr. 3 (September 1992): 283–95. http://dx.doi.org/10.3102/01623737014003283.
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This study investigated the influence of state-mandated tests on the thoughts and actions of three middle school-junior high school literature teachers. Case studies revealed that the changes the tests caused in their teaching were a function of two factors: (a) the fit between the teacher’s preferred approach to teaching literature and the conception of literature embodied in the state tests, and (b) the amount of “curricular power” the teacher held—that is, the teacher’s place in the curricular decision-making structure of the school. The conclusions suggest that a subject such as literature, for which several competing conceptions currently exist, presents special problems during a time when tests are being used to influence classroom practice.
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Williams, Thomas Oliver, und Ronald C. Eaves. „Exploratory and confirmatory factor analyses of the Woodcock reading mastery tests-revised with special education students“. Psychology in the Schools 38, Nr. 6 (2001): 561–67. http://dx.doi.org/10.1002/pits.1043.
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Roessler, Richard T., und Karen Foshee. „Impact of Occupational Instruction on the Performance and Vocational Identity of Special Education Students“. Rural Special Education Quarterly 15, Nr. 1 (März 1996): 35–43. http://dx.doi.org/10.1177/875687059601500107.
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A special education teacher in a small rural high school instructed 23 students with disabilities in the occupational domain of the Life Centered Career Education curriculum. The students increased their Performance Battery scores from pre to post test, achieving both mastery on the competency tests and a skill level comparable to that of regular education students (n=15). Although the instructed students tended to report increased levels of occupational information from pre to post testing, they did not report fewer barriers to employment or increased vocational identity on the My Vocational Situation test.
33
Heshusius, Lous. „Pedagogy, Special Education, and the Lives of Young Children: A Critical and Futuristic Perspective“. Journal of Education 168, Nr. 3 (Oktober 1986): 25–38. http://dx.doi.org/10.1177/002205748616800305.
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A critical view is taken of the predominant positivist-empiricist assumptions that underlie most theories in the social sciences and which have had enormous influence on special education. These mechanistic assumptions (which include linearity, predictability, quantification, fact/value separation, stimulus-response model, and fragmentation) form the foundation for textbooks in early childhood special education, screening tests, and early identification measures. In the United States they have been solidified under Public Law 94–142. Against this backdrop, contemporary theoretical developments are noted as they provide us with more adequate principles by which to guide our work. Holism, phenomenology, and social constructionism offer valuable support to the concepts of all children as meaning makers, of growth through transformations, and of the socially constructed nature of knowing and of knowledge. Implications for early childhood education are drawn.
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Merfeldaite, Odeta, Asta Railiene, Valdone Indrasiene und Violeta Jegeleviciene. „CHALLENGES FOR EDUCATION CAREER IN THE LITHUANIAN SCHOOLS OF GENERAL EDUCATION: EXPERIENCE OF CAREER SPECIALISTS“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (20.05.2020): 309. http://dx.doi.org/10.17770/sie2020vol4.4836.
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The article presents the challenges for the career specialist in provision of career education services in the school of general education. Based on the results of the qualitative research, employing the methods of the focus group discussion, the following conclusions should be made: The main problems faced by the career specialists providing career services in general education schools are the following: heavy workload, lack of cooperation among the career specialists; the schools lack informational and methodological means which would correspond to special needs of the students, of age groups; for improvement of efficiency of the activity of career specialists an information data base containing all available informational, counselling, methodological material designated for the career specialist is required; psychological tests on the subjects of self-awareness and career which could be applied by career specialists on their own, without having psychological education; lack of attractive, corresponding to the needs of the modern labour market and of the students, video material designated for career education; training based on sharing of experience is necessary for qualification improvement
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Kalykbayeva, Almagul, Akmaral Satova, Akbota Autayeva, Ainur Ospanova, Aigul Suranchina und Uaidullakyzy Elmira. „Using self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan“. Cypriot Journal of Educational Sciences 16, Nr. 4 (31.08.2021): 1631–42. http://dx.doi.org/10.18844/cjes.v16i4.6049.
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The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study’s participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266 – students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students’ level of self-esteem with and without SEN.
Keywords: self-assessment, students, primary school, special needs, inclusive education
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Jackson, Leonard. „Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students“. Scholar Chatter 2, Nr. 1 (15.03.2021): 15–31. http://dx.doi.org/10.47036/sc.2.1.15-31.2021.
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The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.
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Fuchs, Douglas, Lynn S. Fuchs, Suanne Benowitz und Kenneth Barringer. „Norm-Referenced Tests: Are They Valid for Use with Handicapped Students?“ Exceptional Children 54, Nr. 3 (November 1987): 263–71. http://dx.doi.org/10.1177/001440298705400309.
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Although norm-referenced tests have been a mainstay in special education placement and program evaluation activity, there never has been a systematic effort to determine whether handicapped children have been included in the development of the tests' norms, items, and indices of reliability and validity. The present investigation explored this question by analyzing up-to-date user manuals and technical supplements of 27 aptitude and achievement tests. Results indicated most test developers and publishers provide scant data on the appropriateness of their tests for use with handicapped children. Implications for test users, developers, and publishers are discussed.
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Brown, Michael B., Marc J. Giandenoto und Larry M. Bolen. „Diagnosing Written Language Disabilities Using the Woodcock-Johnson Tests of Educational Achievement—Revised and the Wechsler Individual Achievement Test“. Psychological Reports 87, Nr. 1 (August 2000): 197–204. http://dx.doi.org/10.2466/pr0.2000.87.1.197.
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The writing portions of the Woodcock-Johnson Tests of Educational Achievement–Revised and the Wechsler Individual Achievement Test are often administered when establishing eligibility for special education services due to learning disabilities. The scores on these measures are typically regarded as equivalent although little is known about how scores on the two measures differ for the same students. Differences of only a few points, however, may affect eligibility for special education services. These tests were administered to 25 sixth grade students previously diagnosed with learning disabilities in written expression only. Students' Wechsler scores were consistently higher on the overall writing composite, while there was no difference in the mean scores on the language mechanics subtests. The WIAT Written Expression subtest mean, however, was significantly higher than the Woodcock-Johnson Writing Samples subtest mean. Use of the Wechsler test would be less likely to identify children for special education services in written expression when point discrepancy criteria are utilized for eligibility. Clinicians should be cognizant of the effect of the specific test chosen on eligibility outcome.
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Center, Yola, und Louella Freeman. „The use of a structured literacy program to facilitate the inclusion of marginal and special education students into regular classes“. Australasian Journal of Special Education 21, Nr. 1 (Januar 1997): 45–62. http://dx.doi.org/10.1017/s1030011200023824.
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A preliminary study was carried out to evaluate the use of a whole class early literacy program with disadvantaged and at risk children. This program, Schoolwide Early Language and Literacy (SWELL) is based on an interactive-compensatory theory of literacy acquisition. Results indicated that by the end of kindergarten, children in SWELL schools outperformed their counterparts in control schools on tests measuring reading connected text but not on other early literacy measures. In addition, marginal children in the mainstream, including those targeted as having mild intellectual disability, were able to master partial phonetic cue reading, in contrast to marginal students in control schools who did not attain this skill. Follow-up studies indicated that by the end of Year 1, all children in SWELL schools outperformed their counterparts in control schools on four early literacy tests, but the effect of the fifth, reading connected text, was only evident in large disadvantaged schools. Marginal students who had received individualised Reading Recovery outperformed marginal students in SWELL schools and control schools who had received small group intervention on reading connected text and on reading pseudowords, but not on tests of segmentation, spelling and writing. No children classified as developmentally delayed received individualised Reading Recovery, but were included in both SWELL small class and control schools small group intervention. Further follow-up mid-way through Year 2, on marginal children only, no longer indicated any differences among the individualised Reading Recovery, SWELL small class or control schools small group. The implications of the use of a structured program such as SWELL, as a whole-class program and the most effective individualised program for inclusion of at risk students are discussed.
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Savkovic, Nada. „Effects of combined special education treatment and occupational therapy on upper extremities motor skills in adult patients with hemiplegia“. Vojnosanitetski pregled 74, Nr. 5 (2017): 428–34. http://dx.doi.org/10.2298/vsp150805229s.
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Background/Aim. Stroke is the most common single cause of severe and multiple physical disabilities, and rehabilitation that reduces functional deficits is the most effective treatment. The aim of this study was to determine the effect of special education treatment as a supplement to occupational therapy on upper extremities motor skills in adult patients with post stroke hemiplegia. Methods. Standard education tests for motor function evaluation of the upper extremities: O`Connor, Ring and Hand grip test, were applied on a sample of 64 patients who were in the process of rehabilitation in the Clinic for Rehabilitation ?Dr. Miroslav Zotovic? in Belgrade. After the evaluation, all the participants were included in occupational therapy and divided in two intervention groups per 32 subjects each. The patients from the first experimental group received individually dosed special education treatment which was performed for at least 12 weeks as a supplement together with occupational therapy, while patients from the second experimental group were only in the process of occupational therapy without special education treatment. At the end of the study the same tests were used to re-evaluate the level of motor abilities of the patients in both groups. Results.The patients from the first experimental group with individually dosed special education treatment as a supplement showed significantly better scores after applying the treatment in all tested variables ? explosive, static and dynamic muscular strength grip fist, as well as oculomotor skills at the level of the elbow and shoulder for both healthy and paretic hand. Conclusion. On the basis of the obtained results, it can be concluded that special education treatment added to occupational therapy lead to better performing of upper extremities motor skills and that it can be a good supplement to conventional occupational therapy methods and techniques.
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Chao, Pen-Chiang, und Yu-Chi Chou. „Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools“. Journal of Education and Learning 6, Nr. 4 (15.05.2017): 40. http://dx.doi.org/10.5539/jel.v6n4p40.
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The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special educators providing services in either resource rooms (n = 125) or self-contained classrooms (n = 127). The Teaching Self-Determination Scale (TSDS) was used to collect data. Descriptive statistics, t tests, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data. Findings showed that both general and special education teachers’ level of teaching self-determination was in the range of “sometimes to often”. Nevertheless, general education teachers’ level in teaching psychological empowerment, self-regulation, and autonomous skills was higher than that of their special education counterparts. Additionally, general educators tended to focus the most on instructing psychological empowerment abilities, while the self-contained classroom teachers paid intense attention to the teaching of autonomous skills. Resource room teachers demonstrated a relatively balanced instruction of various skills. Findings of this study enabled us to further understand elementary school teachers’ level of teaching self-determination and its characteristics as well. Suggestion and implications are provided.
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Tindal, Gerald, Bill Heath, Keith Hollenbeck, Patricia Almond und Mark Harniss. „Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study“. Exceptional Children 64, Nr. 4 (Juni 1998): 439–50. http://dx.doi.org/10.1177/001440299806400401.
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In this study, fourth-grade special and general education students took a large-scale state-wide test using standard test administration procedures and two major accommodations addressing response conditions and test administration. On both reading and math tests, students bubbled in answers on a separate sheet (the standard condition) for half the test and marked the test booklet directly (the accommodated condition) for the other half of the test. For a subgroup of students, the math test was read to them by a trained teacher. Although no differences were found in the response conditions, an interaction was found in the test administration conditions (orally reading the test), supporting this accommodation for students with disabilities.
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Sivakova, Oksana Viktorovna. „The level of logic thinking development of medical students“. Moscow University Pedagogical Education Bulletin, Nr. 3 (30.09.2010): 125–38. http://dx.doi.org/10.51314/2073-2635-2010-3-125-138.
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The forming of logic thinking ways (as important part of clinical thinking) is spontaneous in current medical education system. The purpose of our work was to explore the level of medical students ability to use the logic thinking ways. The study was carried out with special tests. The percent of wrong answers varied from 30 to 96%, depending on task. Our study showed the need for current medical education system to create special courses for the forming of logic thinking ways.
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Lubin, Jacqueline. „Roles of Special Educators in St. Lucia: Implications of Policy and Practice on Inclusion“. Journal of International Special Needs Education 23, Nr. 1 (01.04.2020): 33–44. http://dx.doi.org/10.9782/jisne-d-17-00035.
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Abstract Using an adaptation of Brownell and Smith's (1993) conceptual model, this study sought to examine the perception of primary and secondary special educators in St. Lucia of their roles as compared to roles of special education teachers universally. A survey, consisting of 89 Likert-scale statements and five closed ended questions, was administered to the entire population (i.e. 82) of special educators in primary and secondary schools in St. Lucia. The data collected were analyzed using descriptive and inferential statistics including percentages, means, and t-tests. The independent sample t-test was used to determine the difference in the frequency of role engagement between the two groups of special educators. The results revealed that like special educators globally, special education teachers in St. Lucia engaged in all roles under study (i.e., Academic instruction, Non-academic instruction, Instructional Support, Responsive Behavior Management, Special Education Assessment, Classroom Assessment, Special Education Paperwork) but engaged in them at varying degrees. They regarded all but one role (i.e. Responsive Behavior Management) to be very-to-extremely important. Respondents utilized a continuum of practices from exclusionary to inclusionary but made greater use of exclusionary practices. Implications as well as recommendations to improve practice are discussed.
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Hamson-Utley, J. Jordan, und Jennifer L. Stiller-Ostrowski. „iPadagogy 101: Using Clinical ORthopedic Exam (C.O.R.E.) to Facilitate Evidence-Based Practice in the Orthopaedic Evaluation Classroom“. Athletic Training Education Journal 8, Nr. 4 (01.12.2013): 131–34. http://dx.doi.org/10.4085/0804131.
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Evidence-based practice (EBP) and educational technology have become fundamental skills within athletic training programs. The objective of this article is to share experiences implementing clinical orthopaedic evaluation applications (“apps”) that can be integrated into classroom and clinical education to enhance students' proficiency and efficiency utilizing and interpreting special test findings. Today's entry-level allied health professional is expected to have a deeper understanding of special tests than ever before. In addition to developing proficiency in clinical skills, these future clinicians must understand validity statistics in order to select appropriate special tests and interpret the results. The Clinical ORthopedic Exam (C.O.R.E.) application is a database of nearly 250 special tests with descriptions of the test, a video of the special test being performed, and statistical support for the use of the test in reported sensitivity/specificity and likelihood ratios. The series of anatomy applications developed by 3D4Medical.com allows the user to view, zoom, and rotate the joint in 3 dimensions, providing cross-sectional views and virtual layer removal (revealing muscles, connective tissue, bones, vessels, and nerves). Textbooks that overview clinical special tests are not updated often enough to reflect the growing body of research surrounding these techniques. Students and clinicians require the most up-to-date information in order to make sound clinical decisions. The C.O.R.E. application provides access to the most recent peer-reviewed validity statistics. Patient education is also highly valued; the series of applications by 3D4Medical provides vivid anatomical images that can aid in explanation of injury to patients. With EBP a required educational content area within athletic training education and with medical technology becoming commonplace in allied health settings, it is essential that athletic training programs engage students in the use of technology during their classroom and clinical experiences.
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SANDERSON, P. H. „Internal reliability of MCQ tests: a modification of the KR20 formula to meet a special case“. Medical Education 9, Nr. 4 (29.01.2009): 273–74. http://dx.doi.org/10.1111/j.1365-2923.1975.tb01937.x.
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Liang, Hsin-Yi, und Hsueh-Ling Chang. „Disabled Children in Special Education Programs in Taiwan: Use of Mental Health Services and Unmet Needs“. Psychological Reports 100, Nr. 3 (Juni 2007): 915–23. http://dx.doi.org/10.2466/pr0.100.3.915-923.
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Despite national health insurance coverage in Taiwan, many health care needs remain unmet. In the current study, the behavior and emotional problems of 1,042 disabled children in special education programs were evaluated using the Chinese version of the Child Behavior Checklist (CBCL-C) and the Teacher's Report Form (TRF). Using the 60th percentile on the two tests as a cutoff representing a clinical indication, students who reached this cutoff point but did not receive mental health services in the past six months were considered to have “unmet mental health needs.” Of the special education students in the study 73.9% reached clinical indications, but did not receive mental health care.
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Koryahin, V. M., und O. Z. Blavt. „Correction of Morphofunctional Condition in Students of Special Medical Groups with Ophthalmologic Diseases when Implementing Experimental Control Technology“. Teorìâ ta Metodika Fìzičnogo Vihovannâ 17, Nr. 1 (25.03.2017): 33–41. http://dx.doi.org/10.17309/tmfv.2017.1.1184.
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The objective is to analyze the dynamics of the morphofunctional condition parameters in students with ophthalmologic diseases in special medical groups under the influence of the experimental control technology in physical education of students in these groups. Materials and methods: the participants in the experiment were 40 students (equal numbers of boys and girls) with ophthalmologic diseases of functional nature. The study used the methods of empirical level: pedagogical experiment, pedagogical testing: methods of registering morphofunctional condition parameters, functional tests, medical and biological tests, methods of mathematical statistics for processing and interpretation of the experimental study results.Results: The study has determined the effectiveness of the experimental control technology in terms of health condition correction in students with ophthalmologic diseases.It has determined the effectiveness of permanent control during physical culture classes as the main means of information support of the management process in physical education of students with ophthalmologic diseases in special medical groups.Conclusions. The systematization and generalization of the whole complex of the final data of the conducted experiment confirm the advantage of the control technology implementation in physical education of students with ophthalmologic diseases in special medical groups.
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Kirschenbaum, Robert. „Methods for Identifying the Gifted and Talented American Indian Student“. Journal for the Education of the Gifted 11, Nr. 3 (April 1988): 53–63. http://dx.doi.org/10.1177/016235328801100305.
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The American Indian student is underrepresented in programs for the gifted and talented, particularly in nonreservation schools. With reference to the research of cognitive psychologists, definitions of giftedness and talent are formulated that apply to all cultural groups. The relationship between these “generic” definitions and definitions that are specific to the Indian cultures that have been studied is explained. Special considerations need to be kept in mind when trying to locate gifted and talented Indian students through the use of standardized tests. A number of methods for identifying these students are discussed.
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Shorrocks‐Taylor, Diane, und Melanie Hargreaves. „Making it clear: a review of language issues in testing with special reference to the National Curriculum mathematics tests at key stage 2“. Educational Research 41, Nr. 2 (Juni 1999): 123–36. http://dx.doi.org/10.1080/0013188990410201.
