Research papers on assessments of special needs children

This helps broaden their exposure, boosts their inclusion in professional development programs for teachers, and encourages widespread implementation. Through these courses, degree candidates can learn about research methodology and proven teaching strategies and techniques. And to continue the development of special education innovations, these teachers will have the opportunity to do their own research and gain valuable practical experience by applying their findings within the classroom in real time.

Department of Education mandated schools to make progress toward closing this achievement gap and to stay accountable for student improvement or lack thereof. Even though the NCLB Act required schools to implement research-supported teaching methods, there was relatively little research on the newer approaches deemed most effective when the act was passed.

Assessing Children for the Presence of a Disability | LD Topics | LD OnLine

The requirement to implement untested innovative practices, however, put schools in a difficult spot. Although educational theory and innovation have always been a part of education as a whole, empirical, evidence-based research on newer forms of educational methodology was scarce when the NCLB Act came into being. Popular opinion deems educational practices as naturally evolving, contextual and subjective. Aside from widespread assessment, measuring quality and efficacy is much more difficult for teaching methods than for typically researched topics in the sciences, where results are quantifiable and controlled.

In the formative stages of child development, students are malleable, fragile individuals, vulnerable to the negative effects of unhealthy educational and social environments. Of course, theorists and educators constantly innovate teaching methods, implementing the methods in their classrooms and evaluating the results. This is innovation at its finest, as it relies on a constant feedback loop of trial and improvement. And these new techniques can spread quickly through collaboration between teachers, educational magazines, blogs, etc. Still, do anecdotal bits of proof and context-specific achievements offer sufficient proof of the efficacy of these innovative techniques?

Digital data on student achievement in relation to instructional techniques and curriculum design gave researchers a wealth of accessible, organized and quantifiable information.

Guiding Principles for Comprehensive Assessment and Evaluation

This data has enabled researchers to apply scientific research methodology to larger sets of statistics than isolated classrooms or schools can provide. This information allows researchers to test the validity of various teaching methods on a large scale, giving them empirical proof that validates the efficacy of those methods. Research can now substantiate the many teaching methods educators use.

This validation has helped many innovations in instructional strategy and classroom design gain traction and enjoy wide implementation. It has helped broaden their scope significantly more than teacher collaboration and sharing alone. Given that special education teachers face the unique challenge of closing the achievement gap, many of the innovations and much of the progress in teaching methodology have emerged from implementation in the special education or inclusive classroom. One such method is differentiated instruction.

We investigated how children with FASD acquired metacognitive strategies during a computerized intervention delivered in a…. This study evaluated the effects of a training package on the implementation of incidental teaching by instructors and on targeted initiations of students with autism spectrum disorder ASD. Four instructors were introduced to incidental teaching through a 1-hr individualized training session.

Specific feedback was provided for each incidental…. Hansen, Sarah G. Children with autism spectrum disorder ASD and other developmental disabilities are at risk of isolation from same-aged peers. Furthermore, research indicates that even in inclusive settings, children with ASD benefit from targeted interventions and support. Among the social communication skills that are frequently absent in children with ASD is….


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This study sought to examine the effectiveness of Reading RACES RR , a computer program designed to deliver a repeated reading intervention with culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency ORF and comprehension gains for first-grade learners in an urban setting and whether these…. Elliott, Stephen N. State accountability systems assume standards based instruction and test content are highly aligned and opportunities to learn the content exist equally for all students.

This alignment between content taught and tested is important to understand achievement, yet it is rarely examined. Teachers from Grades 3 to 8 participated along with students…. In Since Since last 5 years. Since last 10 years. Since last 20 years. Elementary Secondary Education. Learning Disabilities.

Special Education. Exceptional Child Research. Elementary Education. Teaching Methods. Mental Retardation. Special Education Teachers. Handicapped Children. Teacher Attitudes.


  1. Comprehensive Assessment and Evaluation of Students With Learning Disabilities!
  2. Section 2: Methods of Gathering Information.
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  4. Available Issues in This Series:.
  5. Exceptional Child Education. Instructional Effectiveness. Student Evaluation. Evaluation Methods. Emotional Disturbances. Academic Achievement.

    Program Effectiveness. Research Methodology. Behavior Problems. Foreign Countries. Student Placement.

    Comparative Analysis. Holowinsky, Ivan Z. Tindal, Gerald. Scruggs, Thomas E. Mastropieri, Margo A. Graham, Steve. Sindelar, Paul T. Browder, Diane M. Carter, Erik W. Deno, Stanley L. Kauffman, James M. Ysseldyke, James E. Jitendra, Asha K. McDermott, Paul A. Proger, Barton B. Xin, Yan Ping.

    Special Education: Selected full-text books and articles

    Epstein, Michael H. Harris, Karen R. Hopkins, Kenneth D.

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    Special education in the United States

    Horner, Robert H. MacMillan, Donald L. Thurlow, Martha L. Wolery, Mark. Barnett, David W.