Training for the Special Education Service Delivery Model. Evaluation.

Autor/inn/en	Tuck, Kathy D.; und weitere
Institution	District of Columbia Public Schools, Washington, DC. Office for Educational Accountability, Information and Assessment.
Titel	Training for the Special Education Service Delivery Model. Evaluation.
Quelle	(1994), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Decentralization; Decision Making; Delivery Systems; Disabilities; Disability Identification; Elementary Secondary Education; Inservice Education; Needs Assessment; Program Evaluation; Regular and Special Education Relationship; School Based Management; Student Evaluation; Student Placement; Surveys; Training Methods; District of Columbia + Suchen Sie Ihr Suchwort? Decentralisation; Dezentralisierung; Decision-making; Entscheidungsfindung; Auslieferung; Handicap; Behinderung; Berufsbegleitende Ausbildung; Bedarfsermittlung; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Schülerpraktikum; Survey; Umfrage; Befragung; Didaktik; Trainingsmaßnahme
Abstract	This report presents findings of an evaluation study of the District of Columbia's special education service delivery model (SDM) which focuses on decentralization, to school-based teams, of the processes of identification, assessment, and placement of special education students. The SDM was initially implemented as a pilot project with 40 schools across educational levels including one special education center. The SDM currently involves a two-step training process--first training school representatives to be "trainers" and then training of local school staff by these trainers. The evaluation study surveyed the principals and staff of the 40 schools and found that all schools had successfully implemented the new SDM with regard to staffing and operational structure. The following recommendations were made: (1) all school staff should receive further formal training concerning the SDM; (2) all school staff should become more familiar with their specific roles in the SDM; (3) training should put more emphasis on the availability of school resources needed to implement the SDM; (4) formal training should stress the utility of the SDM in the identification, assessment, and placement of special education students in a collaborative and timely fashion; and (5) the "train-the-trainer" model utilized should be reexamined. An appendix provides 29 tables detailing the study's findings. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC