Evaluating Inclusive Education Programs: A Survey of Current Practice. Preliminary Analysis and a Typology.

Autor/inn/en	Rossman, Gretchen B.; Salzman, Julianne
Titel	Evaluating Inclusive Education Programs: A Survey of Current Practice. Preliminary Analysis and a Typology.
Quelle	(1995), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classification; Databases; Educational Practices; Elementary Secondary Education; Evaluation Methods; Heterogeneous Grouping; Inclusive Schools; Literature Reviews; Mail Surveys; Mainstreaming; Outcomes of Education; Parent Participation; Program Evaluation; Research Methodology; Special Education; Telephone Surveys + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Datenbank; Bildungspraxis; Inclusive school; Integrative Schule; Erhebungsinstrument; Lernleistung; Schulerfolg; Elternmitwirkung; Programme evaluation; Programmevaluation; Research method; Forschungsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Telephone interview; Telefoninterview
Abstract	Initial steps in a long-term effort to identify and analyze evaluations of inclusive education programs are discussed. Three activities have been initiated to survey current evaluation practice. A literature search revealed that "inclusion" is not yet a description for the ERIC system, but that some papers have been published on the topic. A telephone survey of state directors of special education has begun, with 10 interviewed to date. A mail survey has begun of schools and districts identified as part of the National Center on Educational Restructuring and Inclusion database on inclusive programs. When the three efforts are completed, a report will be written to suggest principles for comprehensive evaluation of inclusive education programs. Programs can be classified by purpose, complexity, scope, population served, and duration. A variety of evaluation designs and methods are being employed. Most evaluations studied so far have focused on student outcomes, specifically academic and social gains. Support from parents, staff, and students is another focus of many evaluations. (Contains 10 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01