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A Model for Evaluation of Universal Design for Learning Projects: Addressing the Complexity
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| Presenter(s):
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| Bob Hughes,
Seattle University,
rhughes@seattleu.edu
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| Abstract:
Universal Design for Learning (UDL) is an increasingly popular model of developing and delivering instruction in P-12, adult, and post-secondary educational systems. Although UDL began as a model for serving special needs populations, its use has expanded widely. Because UDL synthesizes multiple educational aims and technological tools, it offers an interesting challenge for evaluators. UDL identifies three principles that ensure access to learning: multiple means of representation of any idea, multiple means of expression to show learners’ mastery, and multiple means of engagement to ensure that all learners connect to the content. This lean toward flexibility underscores UDL’s intent to serve special needs populations. While UDL implementations are proliferating, models for evaluating UDL have not concurrently emerged. This paper will use lessons from four different evaluations of UDL projects that occurred over a 10-year period to offer a framework for evaluation for UDL implementations.
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A Model for Guiding Evaluations Involving Students with Special Needs
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| Presenter(s):
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| Bianca Montrosse,
University of North Carolina at Greensboro,
bmontros@serve.org
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| Abstract:
Despite important implications, little is known about the relationship between teacher certification and academic achievement for students with disabilities. As part of a larger evaluation being conducted in North Carolina (NC), the present study draws upon the social model of disability as a framework to assess the consequences of NC high school students with special needs being taught by teachers who are certified in special education. For the purposes of investigating the effects of teacher certification on special education, research on general education students is used to guide empirical estimations, identify potentially influential moderators, and control omitted variable bias. The analysis for this paper is restricted to all special education students who took an End-of-Course exam during the 2004-05 academic year. Hierarchical linear modeling of matched student-teacher data is used in all analyses.
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Using Published Standards to Create a Rating Instrument to Assess Skills
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| Presenter(s):
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| Deborah Carran,
Johns Hopkins University,
dtcarran@jhu.edu
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| Stacey Dammann,
York College of Pennsylvania,
sdammann@ycp.edu
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| Margaret King Sears,
George Mason University,
mkingsea@gmu.edu
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| Patricia Arter,
Marywood College,
psarter@es.marywood.edu
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| Abstract:
The critical need for certified teachers across the education spectrum has been established, especially in special education. There has also been a concomitant increase in the number and type of teacher training programs. Are programs preparing teachers with the skills determined necessary to meet the needs of children, especially those with special needs? This paper presents information on the development and use of the Skill Survey for Student Teachers Working with Students with Disabilities and method used to evaluate teacher interns. The skill survey was developed as a rating instrument, containing 55 likert-type statements derived from the Council for Exceptional Children’s (CEC) Skills for Preparing Beginning Special Educators. Student teachers were asked to self-rate, school-based supervising teachers and university/college supervisors were asked to rate the student teacher they worked with during the semester, comprising a triad rating score for each student teacher. Multi-site results are presented discussing implications for programs.
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