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Journal articles on the topic 'Education, Evaluation|Education, Special'

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Published: 9 July 2021

Last updated: 1 February 2022

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1

Johnson, Evelyn, and Carrie Lisa Semmelroth. "Special Education Teacher Evaluation." Assessment for Effective Intervention 39, no. 2 (2013): 71–82. http://dx.doi.org/10.1177/1534508413513315.

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2

Hegarty, S. "Evaluation in special education." International Journal of Rehabilitation Research 10 (December 1987): 183–85. http://dx.doi.org/10.1097/00004356-198700105-00038.

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3

Hegarty, S. "Evaluation in special education." International Journal of Rehabilitation Research 10 (December 1987): 183–85. http://dx.doi.org/10.1097/00004356-198712005-00038.

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4

Scheffelin, Margaret Merrick, David Ragsdale, and Jose Martinez. "Program Evaluation in Special Education." Journal of Learning Disabilities 18, no. 2 (1985): 87–88. http://dx.doi.org/10.1177/002221948501800205.

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5

Thomas, David, and Ian Petrie. "Assessment and evaluation in special education." Studies in Educational Evaluation 17, no. 2-3 (1991): 291–308. http://dx.doi.org/10.1016/s0191-491x(05)80086-0.

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6

Sheehan, Robert. "Media Review: Books: Assessment in Special Education: The Education Evaluation." Exceptional Children 51, no. 5 (1985): 426–27. http://dx.doi.org/10.1177/001440298505100511.

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7

Lino Ferreira da Silva, Maicon Herverton, Augusto José Da Silva Rodrigues, Cristiane Domingos Aquino, and Marcelo Mendonça Teixeira. "Special Education." International Journal for Innovation Education and Research 5, no. 8 (2017): 75–94. http://dx.doi.org/10.31686/ijier.vol5.iss8.791.

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A new social conscience is created, which will be used by a net society, at local and global levels, crossing both informatics and education contexts. So, this work proposes the construction of a tool for communication between listeners and speakers through the Brazilian Sign Language (LIBRAS) and the French Sign Language (LFS), making a simultaneous translation between the Brazilian written language and the French written language integrated through a web application, with the aid of the recognition of signals by techniques of image recognition and use of webservices. In addition, it raises a

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8

Murray, Janet. "School libraries and special education: an evaluation." Australian Library Journal 49, no. 4 (2000): 357–62. http://dx.doi.org/10.1080/00049670.2000.10755931.

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9

George, Michael P., Nancy L. George, and Judith K. Grosenick. "Features of Program Evaluation in Special Education." Remedial and Special Education 11, no. 5 (1990): 23–30. http://dx.doi.org/10.1177/074193259001100505.

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10

Barrio, Brenda L. "Special Education Policy Change." Rural Special Education Quarterly 36, no. 2 (2017): 64–72. http://dx.doi.org/10.1177/8756870517707217.

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Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle

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Lewis, Darrell R., David R. Johnson, Ronald N. Erickson, and Robert H. Bruininks. "Multiattribute Evaluation of Program Alternatives Within Special Education." Journal of Disability Policy Studies 5, no. 1 (1994): 77–112. http://dx.doi.org/10.1177/104420739400500104.

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12

Danielson, Louis C., and David E. Greenburg. "Facilitating Local Implementation of Special Education Program Evaluation." Special Services in the Schools 4, no. 1-2 (1988): 35–47. http://dx.doi.org/10.1300/j008v04n01_03.

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13

Lazzari, Andrea M., and Mary Beth Bruder. "Teacher Evaluation Practices In Early Childhood Special Education." Journal of the Division for Early Childhood 12, no. 3 (1988): 238–44. http://dx.doi.org/10.1177/105381518801200305.

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14

Katims, David S., and Richard L. Henderson. "Performance-Based Accounting: Teacher Evaluation in Special Education." NASSP Bulletin 74, no. 527 (1990): 46–52. http://dx.doi.org/10.1177/019263659007452709.

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Helge, Doris. "Strategies for Improving Rural Special Education Program Evaluation." Remedial and Special Education 8, no. 4 (1987): 53–60. http://dx.doi.org/10.1177/074193258700800408.

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16

Piggot-Irvine, Eileen. "Evaluation of a Special Education Professional Development Program." Evaluation Journal of Australasia 9, no. 1 (2009): 20–30. http://dx.doi.org/10.1177/1035719x0900900104.

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17

Pulos, Steven, and Neal Rogness. "Soft Modeling and Special Education." Remedial and Special Education 16, no. 3 (1995): 184–92. http://dx.doi.org/10.1177/074193259501600308.

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This article briefly describes soft modeling with partial least squares (pls) in a nontechnical manner. soft modeling with pls was developed by herman wold (1985) for model building and evaluation in situations with high complexity but without well-articulated theories. because many believe that this is the situation in education, we believe that soft modeling with pls is a useful tool for educational research.

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18

Laukkanen, Reijo. "Evaluation of special education as an example of evaluation culture development in a decentralized education system." European Journal of Special Needs Education 12, no. 1 (1997): 1–11. http://dx.doi.org/10.1080/0885625970120101.

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19

Stotsky, Sandra. "Licensure Tests for Special Education Teachers." Journal of Learning Disabilities 42, no. 5 (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.” F

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20

Frey, Jennifer R. "Assessment for Special Education: Diagnosis and Placement." ANNALS of the American Academy of Political and Social Science 683, no. 1 (2019): 149–61. http://dx.doi.org/10.1177/0002716219841352.

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Over the last 40 years, federal legislation has led to improved access to public education for students with disabilities. Today, more than six million students receive special education and related services through American public schools; however, evaluation practices for eligibility determination largely have remained unchanged. Assessment approaches used for identification, program planning, and evaluation of progress, arguably, have been insensitive to cultural differences, contributing to disproportional representation of children from different backgrounds in specific special education

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Vidhya, Vidhya P., and Meena Kumari J. "Analysis and Evaluation of Computer Apps for Special Education." International Journal of Advanced Research 4, no. 4 (2016): 1620–25. http://dx.doi.org/10.21474/ijar01/256.

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22

Neale, H. R., D. J. Brown, S. V. G. Cobb, and J. R. Wilson. "Structured Evaluation of Virtual Environments for Special-Needs Education." Presence: Teleoperators and Virtual Environments 8, no. 3 (1999): 264–82. http://dx.doi.org/10.1162/105474699566224.

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This paper describes the development of a structured approach to evaluate the experiential and communication virtual learning environments (VLEs) that were designed specifically for use in the education of children with severe learning difficulties at the Shepherd School in Nottingham. Constructivist learning theory was used as a basis for an evaluation framework and analysis method to evaluate the behavior of the participants as well as the quality of the design of three different VLEs. From an observational field study of student-teacher pairs using the VLEs, eighteen behavior categories wer

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23

Nicolson, Roderick I., and Lisa J. M. Parrott. "Evaluation of the CAGE Authoring System for Special Education." PLET: Programmed Learning & Educational Technology 23, no. 2 (1986): 137–43. http://dx.doi.org/10.1080/0033039860230207.

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24

Johnson, Lewis R. "Performance Evaluation of Special Education Administrators: Considerations and Recommendations." NASSP Bulletin 82, no. 594 (1998): 24–32. http://dx.doi.org/10.1177/019263659808259406.

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25

Mims, Aquilla, and Harold W. Heller. "Faculty Evaluation as Viewed by Special Education Teacher Educators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 10, no. 1 (1987): 31–36. http://dx.doi.org/10.1177/088840648701000106.

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26

Shannon, Robin Adair, and Catherine Falusi Yonkaitis. "The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program." NASN School Nurse 32, no. 4 (2017): 249–54. http://dx.doi.org/10.1177/1942602x17709505.

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This is the second of two articles outlining the professional school nurse’s role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse’s role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlight

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27

Aramburo, Corrine, and Janelle Rodl. "Boosting School Administrator Confidence When Evaluating Special Educators Through District Support and Training." Journal of School Administration Research and Development 5, no. 2 (2020): 86–95. http://dx.doi.org/10.32674/jsard.v5i2.3147.

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This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from administrators with a special education credential regarding the type of district support needed to b

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28

Bull, Kay Sather, and Sarah Kimball. "Risk Communication in Rural Special Education." Rural Special Education Quarterly 16, no. 3 (1997): 33–40. http://dx.doi.org/10.1177/875687059701600306.

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Risk communication, a methodology adapted from environmental science, is proposed as a method of communication which has a rich history of use and research in other disciplines. This methodology is recommended for those in rural special education programs who communicate with parents and teachers in the more remote districts. Coming from risk decision making literature, risk communication is part of that process described as: (a) hazard identification, (b) hazard assessment, (c) risk assessment, (d) risk management, (e) risk analysis, and (f) risk communication. Each of these processes is desc

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29

Lewis, Darrell R., Robert H. Bruininks, Martha Thurlow, and Kevin McGrew. "Using Benefit-Cost Analysis in Special Education." Exceptional Children 55, no. 3 (1988): 203–14. http://dx.doi.org/10.1177/001440298805500302.

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With the increasing application of benefit-cost analysis to other social service programs, the public has come to expect that similar economic analysis can be applied to special education. This article reports on some of the issues and problems inherent in such an effort. Data from a large study dealing with the costs and follow-up benefits of special education in public schools are used to illustrate that with appropriately identified and valued costs and benefits, it is possible to employ a formal benefit-cost framework to assess the efficacy and efficiency of special education services. A n

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30

Kelly, Karen L., and John R. Schorger. "Putting the DISTANCE in Distance Education: An International Experience in Rural Special Education Personnel Preparation." Rural Special Education Quarterly 22, no. 1 (2003): 3–9. http://dx.doi.org/10.1177/875687050302200102.

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Delivery of special education courses via distance education presents unique challenges, particularly when the distance between the instructors and students spans the globe. In this program description, two professors, teaching on the island of Cyprus, delivered courses to graduate students in northern New Mexico and southern Colorado. This article provides an overview of ACCESS (A Colorado Consortium for Equity in Special Education Services), a rural special education personnel preparation program primarily delivered via distance education. The authors report evaluation data and address speci

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31

Weng, Pei-Lin. "Developing an App Evaluation Rubric for Practitioners in Special Education." Journal of Special Education Technology 30, no. 1 (2015): 43–58. http://dx.doi.org/10.1177/016264341503000104.

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32

Malouf, David B., Janis Morariu, Doug B. Coulson, and Vicki S. Maiden. "Special Education Teachers' Preferences for Sources of Software Evaluation Information." Journal of Special Education Technology 9, no. 3 (1989): 144–55. http://dx.doi.org/10.1177/016264348900900303.

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This article describes a survey of special education teachers' ratings of usefulness for specific items of software evaluation information and their preferences regarding the sources from which to obtain these items of information. The survey found that the highest usefulness ratings were given to items of information related to hardware compatibility, appropriateness for students, and software operation and use Software tryout without students was the most preferred source of information, followed by software documentation/manuals, and written ratings/descriptions from evaluations or reviews.

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33

Shulman, Shmuel, and Malka Margalit. "Evaluation of research trends in special education journals (1979–1982)." Studies in Educational Evaluation 11, no. 1 (1985): 75–81. http://dx.doi.org/10.1016/0191-491x(85)90035-5.

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34

Cook, Martha J., Phyllis K. Mayfield, and David M. Finn. "To refer or not to refer: Evaluation for special education." Day Care & Early Education 19, no. 4 (1992): 45–47. http://dx.doi.org/10.1007/bf01617480.

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35

Guillomía, Miguel Angel, Jorge Luis Falcó, José Ignacio Artigas, and Mercedes García-Camino. "Time Orientation Technologies in Special Education." Sensors 19, no. 11 (2019): 2571. http://dx.doi.org/10.3390/s19112571.

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A device to train children in time orientation has been designed, developed and evaluated. It is framed within a long-term cooperation action between university and special education school. It uses a specific cognitive accessible time display: Time left in the day is represented by a row of luminous elements initially on. Time passing is represented by turning off sequentially and gradually each luminous element every 15 min. Agenda is displayed relating time to tasks with standard pictograms for further accessibility. Notifications of tasks-to-come both for management support and anticipatio

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36

Szymanski, Edna Mora, John King, Randall M. Parker, and William M. Jenkins. "The State-Federal Rehabilitation Program: Interface with Special Education." Exceptional Children 56, no. 1 (1989): 70–77. http://dx.doi.org/10.1177/001440298905600110.

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There are many differences between state and local special education programs and the state-federal vocational rehabilitation (VR) program. The differences are highlighted through discussion of the history of the state-federal VR program, differing definitions of individuals with disabilities (used in VR and special education), operation of the VR program, and funding differences and resultant differences in evaluation standards between VR and special education programs. Recommendations are made to effect productive interaction between special education and state-federal VR agencies.

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37

Namara, Kathy Mc, and Constance Hollinger. "Intervention-Based Assessment: Evaluation Rates and Eligibility Findings." Exceptional Children 69, no. 2 (2003): 181–93. http://dx.doi.org/10.1177/001440290306900204.

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A statewide sample of Ohio schools employing Intervention-Based Assessment (IBA) reported rates of multifactored evaluation for special education, eligibility findings, and the proportion of children receiving interventions outside of general education classroom settings. Results were compared with data reported for an earlier version of prereferral intervention, Intervention Assistance Teams (IATs). Unlike IAT, IBA required documentation and analysis of interventions in the process of determining special education eligibility. Results favored IBA over IAT in proportions of children on team ca

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38

Gilmour, Allison F., and Nathan D. Jones. "Policies That Define Instruction: A Systematic Review of States’ and Districts’ Recommendations for Evaluating Special Educators." Educational Researcher 49, no. 9 (2020): 645–55. http://dx.doi.org/10.3102/0013189x20935039.

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Educational policies addressing instruction may fail to acknowledge that effective instruction is not the same for all learners. We reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and districts approach the evaluation of special education teachers, a policy aimed at improving teaching effectiveness. We found that most states and districts did not provide guidance to schools for adapting evaluation systems for these teachers. Some states provided guidance on technical aspects of special education teacher evaluation, such as incorporatin

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39

Weller, L. David, and C. Thomas Holmes. "Special Education for Regular Teachers: Evaluation of a Competency-Based Program." Perceptual and Motor Skills 60, no. 1 (1985): 175–78. http://dx.doi.org/10.2466/pms.1985.60.1.175.

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49 principals and 73 teachers responded to a survey of 39 institutions of higher education. Significant differences were noted in 6 of 9 competencies needed by secondary teachers in adapting regular curricula for exceptional students. Using this information workshops were developed and attended by 59 secondary teachers and 30 administrators. Significant differences in attitudes were noted but cognitive gains were similar whether workshops were personnel-assisted or not.

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40

Joohye Kim and 임장현. "Trends and Issues in Research Regarding Special Education Teacher Evaluation System." Journal of Education & Culture 22, no. 1 (2016): 39–65. http://dx.doi.org/10.24159/joec.2016.22.1.39.

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41

Gersten, Russell. "Direct Instruction With Special Education Students: A Review of Evaluation Research." Journal of Special Education 19, no. 1 (1985): 41–58. http://dx.doi.org/10.1177/002246698501900104.

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42

Suratruangchai, Vichit, and Pongthep Jiraro. "Project evaluation for work-based education management." Contemporary Educational Researches Journal 7, no. 3 (2017): 119–27. http://dx.doi.org/10.18844/cerj.v7i3.2653.

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The objective of this research is to evaluate the project education management by area in Chonburi province. The special purpose is to evaluate the database of project information. The result found that the overall level is “fair” but project PR is the “lowest” average. Strengths of the project 1. The project is a priority in line with government policy, and in accordance with the requirements of the professional staff with expertise in specific fields. 2. The project is to be strengthened. The executives in the province to make a significant contribution. It also received support from many se

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43

Putri, Suci Ananda, M. Jaya Adi Putra, and Neni Hermita. "INCLUSIVE EDUCATION IN THE BASIC LEARNING PROCESS." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 2, no. 2 (2019): 148. http://dx.doi.org/10.31258/jta.v2i2.148-161.

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The background of this research is that researchers found several problems regarding the implementation of inclusive education, especially in terms of the process of learning inclusion in elementary schools. The study aims to describe how the inclusive learning process in one of the primary schools administering inclusive education in Pekanbaru. The inclusion learning process is seen from the application of indicators, there are three indicators The inclusion learning process studied in this study are: 1) Inclusion Learning Planning, 2) Inclusion Learning Implementation, 3) Evaluation and Foll

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44

Hardin, Belinda J., Marisa Roach-Scott, and Ellen S. Peisner-Feinberg. "Special Education Referral, Evaluation, and Placement Practices for Preschool English Language Learners." Journal of Research in Childhood Education 22, no. 1 (2007): 39–54. http://dx.doi.org/10.1080/02568540709594611.

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45

Prof. (Dr.) Alka Mudgal, Ms Neetu Guleria,. "INCLUSIVE EDUCATION: A ROADMAP FOR THE QUALITATIVE TRANSFORMATION IN EDUCATION." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 1 (2021): 42–48. http://dx.doi.org/10.17762/itii.v9i1.89.

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Inclusive Education (IE) is a revolutionary approach in the system of education to cater to the educational needs of marginalized Children with Special Needs (CWSN). CWSN also aspire & hope for additional guidance in meeting academic, social & emotional milestones apart from their medical requirements. By embracing learner centric approach, the distinction of children can be erased right from the beginning of their journey in life as Able bodied & Children with special needs. This paper aims to highlight project strategies which can give an insight into an effortless introduction o

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46

Arzhanykh, E. V., and O. А. Gurkina. ""Disabilities" of Additional Education for Children." Psychological-Educational Studies 7, no. 3 (2015): 51–60. http://dx.doi.org/10.17759/psyedu.2015070306.

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One of the most significant aspects of social integration of children with special needs is the availability of additional education, which is often the only way to socialize these children. Based on our studies (focus group discussions and a questionnaire survey of 1078 parents of children with special needs) we analyzed the limitations of additional education availability for these children according to various criteria (organizational, financial, informational, etc.). Evaluation of the number of children covered by the additional education program leads to the conclusion that the older chil

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Şahan, Gülsün. "An Evaluation of Pre-Service Teachers’ Competences and Views Regarding Inclusive Education." International Journal of Education and Literacy Studies 9, no. 1 (2021): 150. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.150.

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Inclusive education is a form of education in which individuals with any disabilities receive education together with their peers. The education people with disabilities receive in special classrooms by expert teachers has begun to be conducted as inclusive education in normal classrooms by non-expert teachers. Senior class pre-service teachers take the special education course in education faculty and also primary school pre-service teachers receive the ınclusive education course in addition to this course. The aim of this research is to determine the opinions of the pre-service teachers who

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48

이혜전 and kyoungwon Lim. "To develop 'Criteria for the Evaluation of Instruction for Special Education' for the purpose of increasing of teaching professionalism by Special education teacher." Journal of Special Education 20, no. 1 (2013): 229–61. http://dx.doi.org/10.34249/jse.2013.20.1.229.

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McLinden, Stacey E. "An Evaluation of the Battelle Developmental Inventory for Determining Special Education Eligibility." Journal of Psychoeducational Assessment 7, no. 1 (1989): 66–73. http://dx.doi.org/10.1177/073428298900700107.

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Larpkiataworn, Siripen, Obinna Muogboh, Mary Besterfield-Sacre, Larry J. Shuman, and Harvey Wolfe. "Special Considerations When Using Statistical Analysis in Engineering Education Assessment and Evaluation." Journal of Engineering Education 92, no. 3 (2003): 207–15. http://dx.doi.org/10.1002/j.2168-9830.2003.tb00761.x.

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