The Special Education Evaluation Process as a Moderator of False Positives

1983 ◽  
Vol 49 (5) ◽  
pp. 452-454 ◽  
Author(s):  
Ed N. Argulewicz ◽  
David T. Sanchez
Keyword(s):  
Special Education ◽  
Evaluation Process ◽  
False Positives ◽  
Education Evaluation

Special Education Evaluation Process

2021 ◽  
pp. 144-150
Author(s):  
Kari Smith ◽  
Sharron Williams
Keyword(s):  
Special Education ◽  
Social Workers ◽  
Evaluation Process ◽  
Federal State ◽  
Education Evaluation ◽  
Behavior Intervention Plans ◽  
Behavioral Assessments ◽  
Eligibility Requirements ◽  
State And Local ◽  
Special Education Process

The school special education evaluation process can be a time of uncertainty for many families. Some families are apprehensive and unaware of the services that can be offered to them and their children. Many are not prepared to contribute ideas or have limited knowledge of possible resources. The chapter lays out how social workers can capitalize on their understanding of systems, mental health, child development, strengths-based perspective, social justice, and equity to best serve these families and their children during this process. The chapter presents an overview of the special education process; fundamental federal, state, and local policies and procedures; eligibility requirements; functional behavioral assessments; behavior intervention plans; and measurable individualized educational program goals. It reviews the essential steps that school social workers must take to ensure a comprehensive process while collaborating within a multidisciplinary team.

scholarly journals An Empirical Study on the Countermeasures of Implementing 5G Multimedia Network Technology in College Education

2021 ◽  
Vol 2021 ◽  
pp. 1-14
Author(s):  
Ke Li ◽  
Sang-Bing Tsai
Keyword(s):  
Physical Education ◽  
Heterogeneous Network ◽  
Evaluation System ◽  
Evaluation Process ◽  
Representation Learning ◽  
Attention Mechanism ◽  
Teaching Model ◽  
Education Evaluation ◽  
Network Representation ◽  
Multimedia Network

Aiming at the problem of 5G multimedia heterogeneous multimodal network representation learning, this paper proposes a collaborative multimodal heterogeneous network representation learning method based on attention mechanism. This method learns different representations for nodes based on heterogeneous network structure information and multimodal content and designs an attention mechanism to learn weights for different representations to fuse them to obtain robust node representations. Combining the general process of exploring the college physical education model and the characteristics of the multimedia network classroom environment, this article constructs the process of exploring the college physical education teaching model of the multimedia network classroom. Through the research and practice of the inquiry college physical education teaching model in the multimedia network classroom, it is verified that the implementation of the inquiry college physical education teaching in the multimedia network classroom can effectively influence and increase the students’ interest in learning and stimulate the students’ inner learning motivation. Through the guidance and training of teachers, a variety of disciplines can be used to carry out college physical education in multimedia network classrooms, so that the integration between courses can be truly realized, with the aim that all courses can share the excellent results brought by the development of modern education technology. More educators understand, accept, and participate in the practice of college physical education based on multimedia network classrooms and better serve the education of college physical education. The construction of the college physical education evaluation system should be combined with the characteristics of the 5G multimedia network era. The evaluation process includes data collection, data analysis, result output, and result feedback. Each link is an indispensable part of the college physical education evaluation process. Based on the relevant knowledge of the 5G multimedia network, the evaluation indicators determined in this study can basically reflect the various elements of the physical education process in colleges and universities. The distribution of index weight coefficients is more scientific and reasonable. Compared with the current system, the college physical education evaluation system constructed by exploration has a certain degree of objectivity and scientificity. Therefore, it is feasible to apply the 5G multimedia network to the evaluation of college physical education.

Leadership for evaluations responsive to disability and culture

2020 ◽  
Vol 58 (5) ◽  
pp. 555-570
Author(s):  
Mary Lynn Boscardin ◽  
Katharine G. Shepherd
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Cultural Differences ◽  
Evaluation Process ◽  
Evaluation Methods ◽  
Future Research ◽  
Content Type ◽  
Responsive Evaluation ◽  
Evaluation Approaches ◽  
Leadership Approaches

PurposeThe intent of this article is to broaden one’s understanding of program evaluation methods that are responsive to disability and take into account various approaches to leadership within a special education context. Program evaluations for special education have often been relegated to compliance reviews and results-driven accountability measures. By promoting approaches to leadership that embrace responsive evaluation approaches and are inclusive of stakeholders from often disenfranchised groups, findings may emerge that otherwise might not be visible with traditional approaches.Design/methodology/approachA synthesis of the evaluation literature from leading journals, books and edited volumes is used to capture salient concepts necessary for understanding the degree to which evaluation and approaches respond to disability and culture. Additionally, the literature on leadership approaches is summarized and presented for the purpose of demonstrating how situational and transitional approaches to leadership may enhance the selection and use of evaluation approaches that are inclusive of and responsive to disability and culture.FindingsFrom this analysis emerged four over-arching approaches to evaluation, each varying in degree of responsiveness to disability and culture. Further, when examining how evaluation interfaces with leadership, some approaches were found to be better aligned with particular evaluation processes and differed in responsiveness to disability and culture.Research limitations/implicationsTo date, little research has been conducted on the interface between leadership and evaluation approaches or on the degree to which leaders' implementation of responsive evaluation approaches results in improved outcomes for students with disabilities and those from underrepresented backgrounds. This article provides a conceptual framework for future research examining the degree to which one’s assumptions about the interface between leadership and responsive evaluation approaches can be demonstrated empirically.Practical implicationsFour recommendations are provided for leaders: the need to employ multiple evaluation methods that align their purposes, questions and methods; the need to recognize the possibilities and limits of evaluation approaches in light of their responsiveness to disability and culture; the utility of situational and transitional approaches to leadership in the evaluation process; and the critical importance of including stakeholders from diverse backgrounds in the evaluation process.Originality/valueVaried approaches to evaluation in educational settings have been extensively studied and discussed. However, few articles have examined the responsiveness of evaluations to the unique conditions that disability and cultural differences represent. The contribution of this article offers a situated synthesis of approaches to evaluation, specifically contextualized within a leadership framework, to better understand how evaluation approaches impact those with disabilities and cultural differences and the inclusion of broad groups of stakeholders. As such, this article lays the foundation for a comparative international conversation exploring how evaluation and leadership approaches responsively interface with disability and culture through inclusion and enfranchisement of stakeholders.

Emerging Issues With Consequential Use of the edTPA: Overall and Through a Special Education Lens

2017 ◽  
Vol 40 (4) ◽  
pp. 269-277 ◽  
Author(s):  
Lama Bergstrand Othman ◽  
Rowand Robinson ◽  
Nancy F. Molfenter
Keyword(s):  
Special Education ◽  
Teacher Candidates ◽  
American Association ◽  
Evaluation Process ◽  
Educational Needs ◽  
Teacher Preparation Programs ◽  
School Environments ◽  
Preparation Programs ◽  
Time Commitment ◽  
Emerging Issues

The purpose of teacher preparation programs is to ensure that teachers are adequately equipped with the necessary knowledge and skills to support the various educational needs of their students. Nevertheless, a call for a uniform process through which teacher candidates can demonstrate their ability to meet their students’ educational needs using authentic learning environments has been called for. To that end, the American Association of College for Teachers Education (AACTE) partnered with the Stanford Center for Assessment to create a form of assessment that encompasses the three levels of teaching: planning, instruction, and assessment. This multileveled evaluation process is known as the Teacher Performance Assessment or the edTPA. The purpose of this article is to discuss some challenges that have arisen in connection with the implementation of the edTPA. The authors discuss issues such as time commitment, variability of school environments, inconsistent national implementations, and issues specific to special education.

scholarly journals Exploring the K-5 special education referral process in one Midwest suburban school district

2017 ◽  
Author(s):  
◽  
Jake W. Boswell
Keyword(s):  
Special Education ◽  
School District ◽  
School Environment ◽  
Regular Education ◽  
Evaluation Process ◽  
Referral Process ◽  
Regular Education Teachers ◽  
Special Education Referral ◽  
Suburban School District ◽  
Referrals For Special Education

Studies have shown referrals for special education evaluations and the evaluation process itself is marred by teacher subjectivity and a lack of quantitative data (Dunn, 2006; Mamlin and Harris, 1998; and Ysseldyke et al.,1982). Consequently, this behavior leads to over identification of students from minority cultures due to their struggle to assimilate into the school environment (Deninger, 2008; Klingner and Harry, 2006; Parette, 2005; Poon-McBrayer and Garcia, 1994; Skiba et al., 2008; Wehmeyer and Schwartz, 2001). This study seeks to better understand the special education referral process in one Midwestern school district. Specifically, this qualitative study employed focus groups, interviews, and artifact collection to engage K-5 regular education teachers in conversations about common behaviors that prompt a referral for special education evaluation. The research was conducted in three elementary schools in a metropolitan school district.

The Preassessment Process for English Learners With Potential Language Impairment

2022 ◽  
pp. 321-338
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
English Learners ◽  
First Grade ◽  
Immigrant Family ◽  
Education Evaluation ◽  
The Public ◽  
True Story ◽  
Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

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