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Direct linkTesfaye, Rackeb; Courchesne, Valerie; Yusuf, Afiqah; Savion-Lemieux, Tal; Singh, Ilina; Shikako-Thomas, Keiko; Mirenda, Pat; Waddell, Charlotte; Smith, Isabel M.; Nicholas, David; Szatmari, Peter; Bennett, Terry; Duku, Eric; Georgiades, Stelios; Kerns, Connor; Vaillancourt, Tracy; Zaidman-Zait, Anat; Zwaigenbaum, Lonnie; Elsabbagh, Mayada – Autism: The International Journal of Research and Practice, 2019
Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to…
Descriptors: Autism, Pervasive Developmental Disorders, Youth, Disabilities
Download full textVideira, Katherine – Online Submission, 2018
How do art educators find out if the art lesson they just taught made sense to every student in their classroom? Due to the increasing prevalence of inclusion and need for accountability in schools, art teachers need information about how students with special needs interact with assessments. However, the literature that highlights the debate over…
Descriptors: Inclusion, Disabilities, Art Teachers, Art Education
O'Neal-Hixson, Kelly; Long, Jenny; Bock, Marjorie – Journal of Effective Teaching, 2017
Small Group Instructional Diagnosis (SGID) is a feedback process to collect midterm feedback from students. The process uses small focus group student interviews to identify strengths of the course, areas of concern, and suggestions to address concerns. The purpose of this paper is to shares experiences using on online format of Small Group…
Descriptors: Online Courses, Graduate Study, Educational Improvement, Small Group Instruction
North Dakota Department of Public Instruction, 2018
The purposes of "Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings" are to: (1) Update previous guidance on serving students with specific learning disabilities (SLD); (2) Provide guidance on the implementation with fidelity of the Response to Intervention (RTI) models as well as the discrepancy…
Descriptors: Learning Disabilities, Student Needs, Individualized Education Programs, Inclusion
Forlin, Chris; Earle, Chris; Loreman, Tim; Sharma, Umesh – Exceptionality Education International, 2011
This paper reports the final development of a scale to measure pre-service teachers' perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with different needs; and concerns about implementing inclusion. The Sentiments, Attitudes, and…
Descriptors: Inclusion, Disabilities, Measures (Individuals), Foreign Countries
Schlosnagle, Leo; McBean, Amanda L.; Cutlip, Milisa; Panzironi, Helen; Jarmolowicz, David P. – Art Therapy: Journal of the American Art Therapy Association, 2014
Art programs for people with disabilities may encourage creativity, promote engagement, emphasize inclusion, and extend access and opportunities for community involvement. This mixed methods study utilized quantitative and qualitative data, repeated measures, action research, and stakeholder collaboration to develop and implement an evaluation…
Descriptors: Disabilities, Art Activities, Mixed Methods Research, Action Research
Green, Sean – Journal of the American Academy of Special Education Professionals, 2012
A teacher shortage in the area of special education has led to an increase in the number of special education teachers who are teaching out-of-field. The lack of pedagogical training of these teachers creates concern about the effectiveness of these teachers. This qualitative study explores the teacher-efficacy of four special education teachers…
Descriptors: Qualitative Research, Special Education Teachers, Evaluation Methods, Teacher Effectiveness
Gill, Matt; Outka, Janeen; McCorkle, Mary – South Dakota Department of Education, 2015
Student growth is one of two essential components of South Dakota's Teacher and Principal Effectiveness Systems. In the state systems, student growth is defined as a positive change in student achievement between two or more points in time. "The South Dakota SLO Handbook" provides support and guidance to public schools and school…
Descriptors: Guides, Public Schools, School Districts, Statistical Analysis
North Dakota Department of Public Instruction, 2014
According to the Centers for Disease Control and Prevention (CDC), the numbers of children identified with Autism Spectrum Disorder (ASD) continues to rise. In North Dakota, the percentage of students identified with an ASD has increased from 1.9% of the total population of students with disabilities in 2004 to 6.2% of that same group in 2013-14.…
Descriptors: Autism, Pervasive Developmental Disorders, Incidence, Student Needs
North Dakota Department of Public Instruction, 2013
The field of special education, and specifically the area of intellectual disabilities, has undergone dramatic changes in terminology, evaluation practices, service delivery models, expectations for learning, career development, and independent living opportunities. "Guidelines: Intellectual Disabilities in Educational Settings" is…
Descriptors: Federal Legislation, Disabilities, Equal Education, Educational Legislation
Algozzine, Bob; Horner, Robert H.; Sugai, George; Barrett, Susan; Dickey, Celeste Rossetto; Eber, Lucille; Kincaid, Donald; Lewis, Timothy; Tobin, Tary – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2010
Evaluation is the process of collecting and using information for decision-making. A hallmark of School-wide Positive Behavior Support (SWPBS) is a commitment to formal evaluation. The purpose of this SWPBS Evaluation Blueprint is to provide those involved in developing Evaluation Plans and Evaluation Reports with a framework for (a) addressing…
Descriptors: Disabilities, Behavior Modification, Behavior Problems, Educational Environment
Unger, Karen V. – Substance Abuse and Mental Health Services Administration, 2011
Key stakeholders who implement Supported Education may find themselves asking two questions: (1) Has Supported Education been implemented as planned?; and (2) Has Supported Education resulted in the expected outcomes? Asking these two questions and using the answers to help improve Supported Education are critical for ensuring the success of one's…
Descriptors: Disabilities, Evidence, Outcome Measures, Quality Control
National Dropout Prevention Center for Students with Disabilities, 2011
This worksheet from the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) is an optional tool to help schools organize multiple years of student and program data for the purpose of identifying school-completion needs that can be addressed through the implementation of research-based interventions. It is designed for use…
Descriptors: Grade Repetition, Dropout Rate, Dropout Prevention, Graduation Rate
Arendale, David R., Ed. – Online Submission, 2016
This 2016 directory identifies, describes, and contains evaluative data evidence-based practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. The directory was a production of the…
Descriptors: Best Practices, Evidence Based Practice, Achievement Gap, Academic Achievement
Miller, Patricia S. – 1980
The Competency Development Scales (CDS) for teachers of exceptional children is described as an instrument to evaluate teacher skills and aid in subsequent planning of appropriate inservice training. The CDS consists of five major skill areas: general competence (such interpersonal skills as enthusiasm, responsibility, patience, and…
Descriptors: Disabilities, Evaluation Methods, Teacher Evaluation, Teaching Skills
