Relevant bibliographies by topics / Special education Special education Educational accountability

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Special education Special education Educational accountability'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Special education Special education Educational accountability"

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Dragan, Edward E. "Accountability and Special Education: Planning for Results." NASSP Bulletin 78, no. 565 (November 1994): 1–5. http://dx.doi.org/10.1177/019263659407856502.

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Bell, Lee Anne, Scott Thomas, Alan Shoho, and Jane Pizzolato. "Special Issue on Accountability and Equity." American Educational Research Journal 41, no. 3 (January 2004): 497–99. http://dx.doi.org/10.3102/00028312041003497.

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Stronge, James H. "Educational Assessment, Evaluation, and Accountability: special issue introduction." Educational Assessment, Evaluation and Accountability 25, no. 3 (June 1, 2013): 155–58. http://dx.doi.org/10.1007/s11092-013-9172-z.

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Barbana, Samir, Xavier Dumay, and Vincent Dupriez. "Accountability policy forms in European educational systems: An outro." European Educational Research Journal 19, no. 2 (January 27, 2020): 165–69. http://dx.doi.org/10.1177/1474904120902306.

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This article presents the discussion and the conclusion of an EERJ Special Issue on accountability policy forms in four European educational systems aimed at identifying how global schemes and instruments of accountability are integrated into national governance patterns. The comparative discussion indicates that accountability instruments and schemes take the form of singular trajectories that are neither a continuation of the national histories nor an indexation on global governance models. It also emphasises the need to better conceptualise how power relations in the interface between the global and national scenes, as well as within national contexts, shape the accountability forms.
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Smith, Emma, and Graeme Douglas. "Special educational needs, disability and school accountability: an international perspective." International Journal of Inclusive Education 18, no. 5 (May 7, 2013): 443–58. http://dx.doi.org/10.1080/13603116.2013.788222.

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Shepard, Lorrie A. "The New Push for Excellence: Widening the Schism between Regular and Special Education." Exceptional Children 53, no. 4 (January 1987): 327–29. http://dx.doi.org/10.1177/001440298705300406.

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At least half of the children called learning disabled are misidentified; they need help in school but do not warrant the label handicapped. The costs of special services for these children are excessive because much of the extra resources are eaten up by the bureaucratic requirements of assessment and staffing. The authors of the foregoing articles are commended for their altruism because they are willing to give up power, to relinquish the separate dominion of special education. If special education were merged with regular education, children's needs could be met without bureaucratic costs. However, the national reports are an impediment to the merger of special and regular education because accountability demands make classroom teachers less willing to take responsibility for hard-to-teach children.
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Iversen, Jon Marius Vaag. "School accountability reforms and the use of special education." Education Economics 21, no. 3 (July 2013): 264–80. http://dx.doi.org/10.1080/09645292.2013.796911.

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Inostroza, Fabián A. "La identidad de las educadoras diferenciales en tiempos de políticas de accountability." education policy analysis archives 28 (March 2, 2020): 29. http://dx.doi.org/10.14507/epaa.28.4577.

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The main objective of this research is to understand the construction of the identity of special education teachers in the framework of the implementation of educational accountability policies in Chile. Methodologically, this study responds to the qualitative tradition of research, in which 10 special education teachers from the Metropolitan Region participated. The instruments to produce the information in this investigation correspond to the in-depth interview and the reflective log. As a technique for analyzing the narratives, the qualitative content analysis was used. Among the main findings is an identity construction in transformation and stressed by the demands of accountability and the production of standardization and exclusion practices as effects of the educational market logics, which go against the identity that historically these educators have built.
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Warnick, Bryan R. "Student Speech Rights and the Special Characteristics of the School Environment." Educational Researcher 38, no. 3 (April 2009): 200–215. http://dx.doi.org/10.3102/0013189x09334706.

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Since the Tinker decision, the Supreme Court has maintained that student First Amendment rights are modified by the “special characteristics of the school environment.” The nature of these characteristics, however, has not been adequately investigated. The author proposes seven characteristics of schools that are relevant to speech rights: (a) the age of students, (b) attendance requirements, (c) multiple school constituencies, (d) heightened safety considerations, (e) the need for public accountability, (f) the school-associated nature of much student speech, and (g) the need to promote educational goals. A preliminary examination of these characteristics leads to a complex picture of student rights. In the face of such complexity, the author proposes that if speech rights are to be limited because of educational concerns, they must be limited in a way that is itself educational.
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Bell, L. A., S. Thomas, A. Shoho, and J. Pizzolato. "Editorial Team's Introduction: Special Issue on Accountability and Equity." Educational Evaluation and Policy Analysis 26, no. 3 (January 1, 2004): 497–99. http://dx.doi.org/10.3102/01623737026003497.

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Dissertations / Theses on the topic "Special education Special education Educational accountability"

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Hickman, Barbara. "A Case Study| How a State Education Agency Leads the Implementation of Results Driven Accountability." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685214.

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The Education for All Handicapped Children Act (EHA) was signed into law on November 29th, 1975 by Republican President Gerald Ford and as he signed it, he acknowledged that while the intent of the law was a step forward, the aspirations were complex. The law was renamed the Individuals with Disabilities Education Act (IDEA) in 1990, and has undergone updates and revisions roughly every five years since its inception. Despite these continual modifications, the academic and social outcomes for students with disabilities lags far behind that of their regular education peers. In 2012, the Office of Special Education Programs initiated Results-Driven Accountability (RDA) to measure and improve the efficacy of Special Education programs.

In contrast to previous iterations of IDEA monitoring, RDA is not based solely on procedural compliance but makes a critical shift to evaluating special education services by also weighting student outcome based indicators. The literature traces the data that led to the practical and philosophical change to RDA and points to the critical role of State Education Agencies (SEAs) in the success of this initiative. SEAs, long expected to offer training, technical assistance, support and monitoring to all districts with special education programs, are now tasked with the implementation of RDA.

Through this qualitative case study, the researcher sought to investigate the efforts of a SEA in leading the implementation of RDA by focusing on the initial phases of that process with select Local Education Agencies who are participating in the pilot program. Seven school districts were involved in that program and three of those participated in semi-structured, one-on-one interviews with the researcher. During the interviews, participants were asked to reflect on the process of the RDA pilot program, known as the State Identified Measurable Result (SIMR), and how, in the perception of each district representative, the SEA had best assisted with the implementation scheme. Those interviews were analyzed for recurrent themes about the implementation process and the role of the SEA as perceived by each district. The researcher then conducted a comparative document review to triangulate the information from the interviews with the written plans from the SEA to check for congruency and response to the concerns and perceptions of the initial implementers.

The researcher concluded that the SEA, in providing a designated literacy coach and instructional strategy assistance through the implementation process, helped to create an environment for improved educational outcomes for students with disabilities in the schools that were part of the pilot program, and that the SEA did incorporate the SIMR LEA’s input on areas of challenge in the implementation of RDA.

The researcher also concluded that LEAs face many barriers to the implementation of RDA, and although most of the barriers are not directly under the control of the SEA, they cannot be ignored as the SEA prepares for a state-wide implementation of RDA.

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Cannon, Kelly F. "Special education accountability in the Cape Henlopen School District a knowledge-based assessment /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 5.54 Mb, 163 p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3181877.

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Vostal, Margaret. "Collegial Trust for School Improvement: A Case Study of K-12 General and Special Education Teachers." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605004493242711.

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Welch, Matthew James. "Districts' Experiences Balancing Inclusion, Accountability, and Change: Mixed-methods Case Studies of Implementation in Ontario and New Hampshire." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2747.

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Thesis advisor: Andy Hargreaves
Most policies and initiatives in education travel the same, well-worn path: they are designed high above the ground by elected leaders or by public officials in departments and ministries of education. These ideas soon become projects for district-level leaders and school-level staff to implement. The process of implementation is often a challenge for local educators. When schools are asked to implement several initiatives concurrently, these difficulties can be compounded. This is especially true when schools try concurrently to include students with special needs and to meet the targets of high-stakes accountability programs (McLaughlin & Thurlow, 2003; Ramanathan, 2008). This study examined two multi-level and multi-district projects that were unique in their objective and designs. Each fostered complementary restructuring and reculturing of school districts. These two projects--Essential for Some, Good for All (ESGA) in Ontario and NH Responds (NHR) in New Hampshire--sought to facilitate greater participation and achievement for students with special needs as well as to cultivate greater collaboration between general and special educators. The dissertation is comprised of four mixed-methods case studies across the two jurisdictions, looking at two districts in each country as the units of analysis. Interviews with participants from all three levels--policy and planning, district, and school--were accompanied by effect-size analysis taken from quantitative achievement data to assess achievement gaps before and after each project. Ultimately, the study proposes a workable theory for the field of policy design and implementation that would facilitate simultaneous engagement with multiple, competing policies, in particular balancing the inclusion of students with special educational needs and mechanisms for standards-based accountability
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Williams, Helen Clayton. "An analysis of the role of principals supervising programs for students with disabilities in effective schools as defined by Virginia's Outcome Accountability Project." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618419.

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This case study was concerned with examining the role of principals supervising programs for students with disabilities in effective schools as defined by the Virginia Department of Education's Outcome Accountability Project (OAP). In order to do this, three questions were framed, and after reviewing the literature, a research design was developed allowing data relative to the study questions to be collected. Multiple data sources were used in this investigation.;From the data collected in this study, three major conclusions may be drawn. The first finding is that the role of the principal in a school with an effective special education program, defined by the Outcome Accountability Project (OAP) indicators, differs from the role of a principal in a school with a lower OAP rating. Differences were found in practices that addressed behaviors in the following performance areas: communication, staff development, systematic evaluation of instruction, collaboration, and instructional programming.;The second conclusion is that interaction between the special education administrator and principal of an effective OAP defined school does differ from that of a special education administrator and principal in a school with less effective OAP ratings. Interviews with principals and special education administrators and results from responsibility charts delineated best practices for principals of effective OAP schools.;The third major finding identified the lack of time, lack of knowledge of special programs/curriculum and lack of central office assistance as the three main obstacles that impede the instructional effectiveness of principals. Supporting documentation from the interviews indicated the effects of these obstacles.
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Smith, Sandra F. "Evaluation Measures: Do They Measure the Special Education Administrator's Roles and Responsibilities by Which They Are Held Accountable under NCLB and IDEA 2004." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27498.

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Special education is a field inherent with compliance and accountability issues. Special Education Administrators are tasked with the responsibility of implementing programs and maintaining compliance with state and federal standards while ensuring high quality educational performance. This research examined how the current Special Education Administrators are being held accountable under NCLB and IDEA. In addition, the previous roles and responsibilities of Special Education Administrator were reviewed in order to provide background information and to provide insight into Special Education Administrators' perceptions of key responsibilities under NCLB and IDEA 2004. The guiding questions for this study are: (1) What do Special Education Administrators perceive as their role and responsibilities under NCLB and IDEA 2004? (2) Do Special Education Administrators perceive their evaluation tool as an adequate measure of the current roles and responsibilities by which they are held accountable under NCLB and IDEA 2004? (3) Does the criteria by which Special Education Administrators are evaluated reflect what the research supports as those components related to roles and responsibilities under NCLB and IDEA 2004? The research design included quantitative and qualitative methods of analysis. The population for this study was stratified sample of 30 Special Education Administrators for the Commonwealth of Virginia. An online survey was utilized to conduct the initial research. In addition, in-depth interviews of special education administrators were conducted in order to gain a better understanding of how they are currently being held accountable. Research revealed that Special Education Administrators perceive they are currently being held accountable under NCLB and IDEA; though research concludes that current performance evaluation methodology does not measure the professional standards, including the roles and responsibilities of the Special Education Administrator. The conclusions of this study emphasize the importance of examining the performance evaluation procedures for Special Education Administrators in the Commonwealth of Virginia.
Ph. D.
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Atchison, Bradley Tilman. "Assistive technology as an accommodation on accountability assessments : an analysis of attitudes and knowledge of special education professionals." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/709.

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Neely, Helen Meek. "Special Education Conflict Management at the School Building Level: A Multi-vocal Synthesis." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26530.

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Research studies and commentaries have analyzed the formal mechanisms associated with special education conflict such as the use of mediation and impartial hearings to resolve disputes. However, specific information regarding the management of special education conflict at the school level is in shorter supply. This study addresses special education conflicts between school personnel and parents of children with disabilities to understand better how these conflicts might be managed more successfully. The purpose of this study was to develop recommendations and implications for managing special education conflicts at the school building level. Multi-vocal synthesis methods were used to collect and to analyze data in an iterative process incorporating results from a content analysis of previous research with analysis of interviews with stakeholders having a vested interest in managing special education conflict at the school level (Gersten & Baker, 2000; Ogawa & Malen, 1992). Findings suggest that providing parents with evidence that their child’s needs are being met would pave the way for successful school-based special education conflict management. In conclusion, the participants indicated that conflicts could be avoided or managed successfully if school personnel could provide parents with clear evidence (a) that their child’s IEP was being followed in the classroom; (b) that accommodations were provided; (c) that staff were knowledgeable about providing services in an inclusive environment; (d) that administrators were knowledgeable about special education compliance issues; and (e) that staff would be held accountable for providing an appropriate education and for demonstrating trustworthy behavior.
Ed. D.
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Bombly, Sarah Mirlenbrink. "Reading Assessment Practices of Elementary General Education Teachers: A Descriptive Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4866.

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In this descriptive study, I researched five elementary general education teachers' reading assessment practices as they worked within the context of IDEA (2004), NCLB (2002) and Response to Intervention (RTI). My own connection to the classroom and reading assessment practices brought me to this research. I presented my personal and professional connection through vignettes about my own classroom assessment practices. Relevant literature on both the context and culture of assessment were pertinent to this research. I used a qualitative design, specifically, Colaizzi's (1978) method of phenomenological analysis. Data were three in-depth phenomenological interviews, relevant documents and artifacts, and use of a researcher reflective blog. I summarized the initial findings of this research through 10 clustered themes; shift of focus, ever changing accountability, independent efforts with data, collaborative efforts with data, working environment, interventions and reading assessment practices in action, authenticity in practice, lack of decision making power, teacher emotion, and teacher needs and wants and a composite narrative in order to describe the lived experience of these teachers reading assessment practices. Implications from my research with regard to policy include a perceived incongruence between an RTI framework and the teacher evaluation system with regard to active collaboration. Those toward practice include difficulty with the day-to-day implementation of an RTI framework and the perception of a singular focus of RTI as disability determination. My recommendations for future research include an action research agenda designed to explore increased involvement of stakeholders such as students, parents and other school personnel.
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Feintuck, Michael Jeffrey. "The impact of the Education Reform Act 1988 on accountability, choice and planning in the schools' system, with special reference to Grant Maintained schools." Thesis, University of Sheffield, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297550.

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Books on the topic "Special education Special education Educational accountability"

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Wright, Peter W. D. Wrightslaw: Special education law. Hartfield, Va: Harbor House Law Press, 1999.

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Requirements for special education in accredited-funded private schools. Edmonton, AB: Alberta Education, 2006.

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Commission, Nebraska Special Education Accountability. Final report of the Special Education Accountability Commission to the Legislature, Governor, State Board of Education. Lincoln, Neb.]: The Commission, 1996.

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Stephens, Stan. A proposal to define basic education and implement the new century plan for accountability and quality in education: Positions and recommendations submitted to the June Special Session of the 51st Legislature. Helena, Mont: The Governor?, 1989.

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The urgency of special education mandates: Helping administrators meet accountability benchmarks. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Students with disabilities can meet accountability standards: A roadmap for school leaders. Lanham, Md: Rowan & Littlefield Education ; American Association of School Administrators, 2009.

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Ackerman, Beth. Life skills instruction in a time of accountability. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Improving Education Results for Children with Disabilities Act of 2003: Report together with minority views (to accompany H.R. 1350) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2003.

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New, Jersey Legislature General Assembly Speaker's Commission on Education-Policies Facilities and Revenue. Commission meeting of Speaker's Commission on Education--Policies, Facilities, and Revenue: "focusing on special education in New Jersey" : [April 12, 2001, Trenton, New Jersey]. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2001.

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Education, Connecticut Bureau of Special. Connecticut's system of general supervision and focused monitoring for continuous improvement for students with disabilities. Hartford]: Connecticut State Dept. of Education, Division of Teaching and Learning Programs and Services, Bureau of Special Education, 2004.

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Book chapters on the topic "Special education Special education Educational accountability"

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Shriner, James G., and Martha L. Thurlow. "What Educators Need to Know About Accountability." In Current Trends and Legal Issues in Special Education, 126–38. 2455 Teller Road, Thousand Oaks California: Corwin, 2019. http://dx.doi.org/10.4135/9781071800539.n9.

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Bacon, Jessica, and Sheila Blachman. "A Disability Studies in Education Analysis Using Student and Faculty Perspectives of the Special Education edTPA." In Teacher Performance Assessment and Accountability Reforms, 157–76. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56000-1_9.

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Kauffman, James M., Daniel P. Hallahan, Paige C. Pullen, and Jeanmarie Badar. "Measurement of Educational Performance." In Special Education, 22–38. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315211831-2.

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Kauffman, James M., Daniel P. Hallahan, Paige C. Pullen, and Jeanmarie Badar. "The Nature of Educational Disabilities." In Special Education, 39–71. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315211831-3.

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Harris, Neville. "Judging Special Educational Needs: The Contribution of the Courts to the Developing Law of Special Educational Needs in England and Wales." In Special Education, 11–29. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_3.

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De Groof, Jan, and Gracienne Lauwers. "Questionnaire on Special Educational Needs and the Law in Europe." In Special Education, 139–41. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_10.

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Gray, Lee-Anne. "Special and Gifted Education." In Educational Trauma, 137–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_13.

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Blair, Ann. "Special Educational Needs and Disability Discrimination: New Departures in Education Law in England and Wales: Rights of Children with Disabilities in the UK." In Special Education, 31–50. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_4.

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Bouwer, Cecilia, and Anna-Barbara Du Plessis. "Legal Aspects Concerning the Accommodation of Learners with Special Educational Needs in the Systemic Evaluation Programme of the South African Department of Education." In Special Education, 91–109. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_8.

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Rizvi, Sana, and Helen Knowler. "Special educational needs and disabilities." In Education System Design, 114–27. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-13.

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Conference papers on the topic "Special education Special education Educational accountability"

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Suswanta and Muhammad Iqbal. "Accountability in the Management of Papua’s Special Autonomy Funds in Asmat Regency In the 2015-2018 Period." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihess-19.2019.32.

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Sumarna, Elan. "Special Education in Islamic Law Perspective." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007053610681072.

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Bilbao, Naiara, Oihane Goioaga, Itziar Latorre, and Fernando Perea. "THINKING STRATEGIES AND SPECIAL EDUCATIONAL NEEDS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0742.

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Vondráková, Alena. "Modern Tactile Maps In Special Education." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.40.

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Pimmel, Russell, Barbara Anderegg, Susan Burkett, Bevlee Watford, and Connie Della-Piana. "Special Session - Evaluation of Educational Development Projects." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322388.

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Nkire, Flora O. "Session 2: Educational Foundations: Need for Teaching Nigerian Local Economic Activities in Social Studies." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0011.

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Verlinden, Karla, and Katharina Urbann. "Session 9: Special Education | Sexual Abuse Prevention: A Training Program for Special Educational Needs Students and Teachers." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0039.

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Ivanova, Ekaterina. "Modeling of educational and creative environment for children with special educational needs." In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.930.

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Safitri, Safitri, Erna Retna, Zulfiati Syahrial, and Diana Nomida Musnir. "The Evaluation of Student's Competencies on Special Education Programs." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282265.

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Al Wagfi, Walid Dieb. "Session 2: Educational Foundations: Comparative Study of Remedial Math Students between the USA and the Middle East." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0010.

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Reports on the topic "Special education Special education Educational accountability"

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Coflan, Caitlin Moss, and Thomas Kaye. Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries. EdTech Hub, April 2020. http://dx.doi.org/10.53832/edtechhub.0021.

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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Abstract:
The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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