Observation Studies in Special Education: A Synthesis of Validity Evidence for Observation Systems

2021 ◽  
pp. 003465432110424
Author(s):  
Wendy J. Rodgers ◽  
Hannah Morris-Mathews ◽  
John Elwood Romig ◽  
Elizabeth Bettini
Keyword(s):  
Students With Disabilities ◽  
Classroom Observation ◽  
Validity Evidence ◽  
Inclusion Criteria ◽  
Research And Practice ◽  
Policy Practice ◽  
Observation Systems ◽  
Literature Synthesis ◽  
Observation Instruments ◽  
Intended Use

Classroom observation research plays an important role in policy, practice, and scholarship for students with disabilities. When interpreting results of observation studies, it is important to consider the validity evidence provided by researchers and how that speaks to the intended use of those results. In this literature synthesis, we used Kane’s argument-based approach to validity to describe evidence of validity for uses of observation instruments in classroom observation research regarding teachers of students with disabilities. We identified 102 studies from 1975 to 2020 that met inclusion criteria. Results indicated many studies did not report validity evidence to support their use of the observation instruments. Over time, reporting levels for much of the evidence has remained relatively constant, but we noted a consistent decrease in number of observations conducted per teacher and a consistent and large increase in reporting of teacher participant characteristics. We provide implications of this for research and practice and suggestions for improving classroom observation research.

A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

2021 ◽  
pp. 002246692110133
Author(s):  
Chung Eun Lee ◽  
Julie Lounds Taylor
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Reference Lists ◽  
Web Of Science ◽  
Educational Programs ◽  
Intellectual And Developmental Disabilities ◽  
Inclusion Criteria ◽  
Research And Practice ◽  
Program Engagement

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

Implementing the Australian Curriculum for Students With Disabilities in Specialist Settings: Teachers’ Professional Learning Experiences and Preferences

2018 ◽  
Vol 42 (02) ◽  
pp. 127-142 ◽  
Author(s):  
Julie M. McMillan ◽  
Karyn L. Carson ◽  
Peter M. Walker ◽  
Anna G. Noble ◽  
Jane M. Jarvis ◽  
...  
Keyword(s):  
Learning Communities ◽  
Students With Disabilities ◽  
Professional Learning ◽  
Online Survey ◽  
Learning Experiences ◽  
Future Research ◽  
Special Schools ◽  
Australian Curriculum ◽  
Perceived Needs ◽  
Policy Practice

Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translating a general framework into relevant, individualised learning experiences appropriate for all SWD. In this paper, we report on findings from the second part of a national online survey in which we explored the perceptions and practices of 151 educators of SWD in specialist settings (special schools, disability units co-located at mainstream schools, special classes within mainstream schools) in relation to the AC. Specifically, these findings relate to the professional learning (PL) experiences and perceived needs of educators of SWD related to the AC and their advice to policymakers about the AC for SWD. Consistent with previous research, participants expressed a preference for PL experiences delivered on site, facilitated by content experts over extended periods, with opportunities for demonstration and targeted feedback, and in the context of collegial learning communities. In addition, participants raised concerns about the extent to which the AC is fully inclusive of all SWD. Implications for policy, practice, and future research are discussed.

scholarly journals Screening for Student Subjective Well-Being: An Analog Evaluation of Broad and Targeted Models

2018 ◽  
Vol 37 (6) ◽  
pp. 803-809
Author(s):  
Tyler L. Renshaw ◽  
Jeffrey S. Chenier
Keyword(s):  
Subjective Wellbeing ◽  
Secondary Analysis ◽  
Well Being ◽  
Future Research ◽  
Validity Evidence ◽  
Subjective Well Being ◽  
Academic Efficacy ◽  
Research And Practice ◽  
Middle Schoolers ◽  
Dependent Variables

This brief report presents a secondary analysis of responses to the Student Subjective Wellbeing Questionnaire (SSWQ) with a sample of urban middle-schoolers. Relative classification validity evidence was evaluated for two screening models derived from responses to the SSWQ: one based on the Overall Wellbeing Scale (OWS) and the other based solely on the Academic Efficacy Subscale (AES). Results from Bayesian t tests, using several school-reported outcomes as dependent variables, indicated evidence in favor of classification validity for both the OWS and AES screening models. Yet findings also show that the evidence for the AES model was stronger than that for the OWS model. Implications for future research and practice are discussed.

Reconciling practice, research and reality of integrated care. Critical reflections on the state of a discipline

2020 ◽  
Vol 28 (3) ◽  
pp. 311-318 ◽  
Author(s):  
Axel Kaehne
Keyword(s):  
Health Care ◽  
Design Methodology ◽  
Health Care Policy ◽  
Practice Research ◽  
Integration Policy ◽  
Care Policy ◽  
Policy And Practice ◽  
Content Type ◽  
Research And Practice ◽  
Policy Practice

PurposeThe purpose of this paper is to critically reflect on the practice, rhetoric and reality of integrating care. Echoing Le Grand's framework of motivation, agency and policy, it is argued that the stories the authors tell themselves why the authors embark on integration programmes differ from the reasons why managers commit to these programmes. This split between policy rhetoric and reality has implications for the way the authors investigate integration.Design/methodology/approachExamining current integration policy, practice and research, the paper adopts the critical framework articulated by Le Grand about the underlying assumptions of health care policy and practice.FindingsIt is argued that patient perspectives are speciously placed at the centre of integration policy but mask the existing organizational and managerial rationalities of integration. Making the patient the measure of all things integration would turn this agenda back on its feet.Originality/valueThe paper discusses the underlying assumptions of integration policy, practice and research. Increasing the awareness about the gap between what the authors do, why the authors do it and the stories the authors tell themselves about it injects a much needed amount of criticality into research and practice.

Conclusion: setting the agenda for challenging gender based violence in universities

2018 ◽  
pp. 229-240
Author(s):  
Ruth Lewis ◽  
Sundari Anitha
Keyword(s):  
Sexual Harassment ◽  
Academic Research ◽  
Student Activism ◽  
Gender Based Violence ◽  
Future Directions ◽  
Research And Practice ◽  
Policy Practice ◽  
University Communities ◽  
Gender Based ◽  
University Settings

This concluding chapter consolidates some of the book's key themes, such as the analysis of gender based violence (GBV) in university settings as part of the continuum of violence that includes sexual violence and sexual harassment; a gendered understanding of and approach to GBV in universities; and student activism to challenge GBV. It also discusses a jigsaw of responses to tackle GBV, including curriculum-based initiatives such as bystander programmes; the roles of various actors, such as academics, students and feminist communities — in collaboration and as collectives — in this jigsaw of strategies; and gaps and possibilities in current research and practice. Finally, the chapter considers the future directions of activism, policy, practice and research on the issue of GBV in university communities and offers some suggestions about the nature of activism and action that can address this problem as well as the role that academic research can play in this process.

Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 194-207
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Jennifer C. Wall ◽  
Katie E. Bradley
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Functional Relation ◽  
Self Determination ◽  
Future Research ◽  
Self Awareness ◽  
Self Advocacy ◽  
Knowledge And Skills ◽  
Research And Practice

Abstract Self-determination skills are a critical skill set that may increase the likelihood of students with disabilities attaining positive inclusive experiences in school that lead to inclusion into society. Although a number of self-determination curricula exist, there is limited research that evaluates the effectiveness of the ME! curriculum for improving secondary students with disabilities' self-advocacy knowledge and skills. The purpose of this study was to examine the effects of the ME! on self-advocacy and self-awareness knowledge and skills for secondary students with disabilities. Results demonstrated a functional relation between the ME! and participants' knowledge of ME! content. All participants showed increased participation during posttransition planning meetings. Findings support use of the ME! for enhancing students' self-advocacy and self-awareness knowledge and skills and generalizing that knowledge to authentic, inclusive contexts. Limitations and implications for future research and practice are discussed.

scholarly journals Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings

2016 ◽  
Vol 2 (2) ◽  
pp. 331 ◽  
Author(s):  
K. Sandra MacLeod ◽  
Leanne S. Hawken ◽  
Robert E. O'Neill ◽  
Kaitlin Bundock
Keyword(s):  
General Education ◽  
Problem Behavior ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Secondary Level ◽  
Tier 2 ◽  
Research And Practice ◽  
Tier 2 Interventions ◽  
Teachers And Students ◽  
Tier 3

<p>Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions. However, some students will not be successful with Tier 2 interventions. This study investigated the effects of adding individualized function-based support for four students with disabilities who were not successful in general education settings while receiving only a secondary level intervention. Results indicated that the combination of secondary and individualized function-based interventions effectively decreased problem behavior for all participants. Teachers and students rated the interventions as acceptable and effective. Research and practice implications are discussed.</p>

scholarly journals Repenser la définition des aides techniques en éducation / Rethinking the definition of assistive technology in education

2012 ◽  
Vol 38 (3) ◽  
Author(s):  
Hajer Chalghoumi
Keyword(s):  
Students With Disabilities ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Assistive Technologies ◽  
Technology In Education ◽  
Research And Practice ◽  
Distinct Concept ◽  
Information And Communication ◽  
Definition Of ◽  
Aides Techniques

En éducation, un nombre croissant d’élèves avec incapacités ont recours aux aides techniques. Parallèlement, une littérature récente mais de plus en plus abondante étudie ce concept. En dépit de cet intérêt grandissant tant au niveau de la recherche que de la pratique liée à ces technologies, plusieurs indices soulignent la difficulté de distinguer entre ce concept et celui de technologies de l’information et de la communication (TIC) notamment en éducation. Les aides techniques sont-elles un concept distinct ou une variante des TIC? Quelles sont les conséquences d’une telle confusion conceptuelle ? Comment peut-on différencier ces deux concepts ? L’objectif du présent article est d’apporter des éléments de réponse à ces questions. In education, an increasing number of students with disabilities make use of assistive technologies (AT). Meanwhile, a recent but growing literature studies this concept. Despite this interest both in research and practice related to these technologies, several clues point to the difficulty of distinguishing it from and the information and communication technology (ICT), particularly in education. Are AT a distinct concept or a variation of ICT? What are the consequences of such a confusion? How can we differentiate these two concepts? The purpose of this article is to provide some answers to these questions.

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