Browsing by Author "McLaughlin, John A."
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- An analysis of the effects of pre-reading activities on the comprehension monitoring of learning disabled adolescentsBillingsley, Bonnie S. (Virginia Polytechnic Institute and State University, 1987)Reading problems create difficulties for many learning disabled (LD) students. Little is known, however, about the causes of reading failure among LD students. Researchers have recently focused on the comprehension processes of this population, particularly the metacognitive processes involved in reading. An important area of investigation is how comprehension monitoring can be facilitated during reading. Research in reading and learning disabilities suggests that LD students do not adequately monitor their comprehension during reading. According to schema theory, the activation of readers' prior knowledge should enhance LD students' ability to monitor their comprehension during reading. This study assessed the effects of pre-reading schema activation and schema presentation tasks on the comprehension monitoring of LD adolescents. Specifically, this study investigated the effectiveness of self-questions, structured overviews + self-questions, and a control condition on subjects': 1) detection of passage errors and 2) accuracy on two statement identification tasks. Fifty-four LD adolescents in grades 9-12 from public schools in Southwest Virginia participated in this study. All subjects were required to meet specific placement, verbal IQ, reading comprehension and exclusionary criteria before they were included in the study. Subjects were randomly assigned to three experimental conditions (two pre-reading and one control) . Dependent variables were the number of embedded errors detected and accuracy on two statement identification tasks (SIT). The first set of SIT items measured subjects' recognition of information in the passages. The second set was designed to measure subjects' accuracy on determining the plausibility of information in the passages. Data were analyzed using a repeated measures MANOVA and one-way univariate tests. Post hoc tests were used to determine which means were significantly different from each other. In addition, the number and types of questions generated, probe data and interview responses were analyzed and reviewed. Major empirical findings include: 1) subjects in the structured overview and self-questioning condition identified significantly more embedded errors than subjects in either the self-questioning or the control condition; 2) subjects in the control condition recognized less passage information (SIT 1) than subjects in either the self-questioning or the structured overview and self-questioning condition; and 3) no significant differences were found among groups in the identification of statement plausibility (SIT 2) .
- An analysis of the medical and legal aspects related to the educational placement in the public schools of children with human immunodeficiency virus infectionWalls, Wemme Ensor (Virginia Polytechnic Institute and State University, 1988)The purpose of this study has been to examine and analyze the salient medical and legal aspects related to the educational placement of children in public schools with the human immunodeficiency virus (HIV) infection. The study attempts to provide information that will serve as a resource to public school personnel who are among the professionals that must make informed decisions on public school attendance policies for children with a lethal, complex, and controversial disease. New developments in medicine and in the courts have crucial implications for existing policies and for the development of new policies related to the issue. By examining precedents and patterns in the emerging area of AIDS litigation and legislation, the study serves as a resource for school officials enabling them to make informed proactive decisions. The methodology used in the study was legal research. Primary and secondary sources of law were utilized. Nonlegal research materials included medical research and data that might serve as evidence in legal disputes concerning the educational placement of children with the HIV infection. In addition to medical evidence related to educational placement issues, the information gathered for the study included an examination of the state antidiscrimination disease laws, state special education laws, state communicable disease laws, and state and selected local policy statements for sixteen states; an analysis of the relevant legal issues of the Education of the Handicapped Act (EHA) and Section 504 of the Rehabilitation Act of 1973; and an examination of the constitutional issues pertinent to educational placement of children with AIDS. Case law “in point” or “analogous” to the issue was presented. The concluding chapter summarizes the findings from Chapters Two, Three, Four and includes recommendations for decision-making and policy based on the medical and legal information presented. There is no medical evidence to support the exclusion of children from regular school attendance based on the suspicion of or identification of HIV infection. Awareness of sound medical evidence to support educational decision-making provides a means of projecting a solidly grounded policy to the school population and community at large. Health care precautions should be taken and routine procedures established for the removal of blood and/or body fluids in cases of accident or injury. Routine precautions should be followed by all school personnel regardless of whether an HIV-infected individual is present.
- The collection and use of federally required special education data at state education agenciesAbrams, Patricia C. (Virginia Polytechnic Institute and State University, 1986)The Education for All Handicapped Children Act (P.L. 94-142), had extensive data collection and reporting requirements for state education agencies (SEAs). An investigation was made into how special education units at SEAs collected these federally required data and to what extent the data have been used for state level management and planning tasks. The major focus of the study centered around the uses of information to make special education management decisions at the state level. The systems analysis theory of the levels-of-uses of information was used as a framework for categorizing state level special education management decisions. Using the Delphi technique five experts in the field of state and federal special education administration were selected to participate in interviews. As a result of three rounds of interviews a product resulted which was a list of suggested state level management and planning activities categorized into the three levels-of-uses of information for federally required child, personnel, and setting data. The findings are based upon individual responses from a mailed questionnaire. Fifty-three out of 57 state level administrators: (states and jurisdictions) responded to the instrument. The use of computerized management information systems for data collection as well as trends and reasons for changes in the federal data collection process are described. The use of federally required data when conducting management and planning tasks at the three levels-of-uses (operational, tactical, and strategic) is also discussed. Findings suggest that federally required data are valued more for lower level operational uses than higher level tactical and strategic tasks. The study concludes with recommendations for special education state directors, technical assistance providers, and suggested topic: for future research related to information needs of decision makers.
- A comparison of multiple-choice test response modes and scoring methodsThayer, Nina (Virginia Polytechnic Institute and State University, 1982)This study reports the comparison of seven different response/scoring methods used with multiple-choice tests in an academic setting with students enrolled in a required undergraduate art appreciation course at a medium-sized state university. The number of correct responses, based on a single choice per item, constituted the score on a preliminary test in each section of 35 to 40 students. Then, a distinct response/scoring method was randomly assigned to each section for two additional tests. One section continued to use number-right scoring and six sections used methods requiring or permitting multiple marks per item. All test scores counted toward course grades and examinees were so informed. Responses were used to determine estimates of internal consistency reliability and of validity with the previous quarter's grade-point average and subscores of the Scholastic Aptitude Test. An Evaluation Questionnaire, administered in each section, obtained for each response/scoring method self-report information about examinee study habits, testing preferences and experience, and responding behaviors. Observations of examinee behavior, subjective in nature, helped explain or confirm various empirical findings from this study or from the literature. Based on the findings from this study, it was concluded that: 1. observed differences in estimates of reliability or validity were not sufficient to justify the effort expended in administering and hand-scoring multiple-mark tests. 2. examinees experienced substantial difficulty becoming familiar with response/scoring methods which permit multiple marks. These methods require more than casual explanation and practice before examinees become adept in their use. 3. Item mark totals from methods scoring all the levels of information can provide more feedback to instructors regarding the performance of examinees on specific test items than could be acquired from the NR method. This feedback can help the instructor identify areas of content needing revision or test items needing rewording. When the examinees receive feedback, they have the opportunity to observe, score and learn from their own item performance, Pressey's initial consideration in 1950.
- A comparison of the efficiency and effectiveness of two models for determining the cost of special education programsKienas, Kenneth L. (Virginia Polytechnic Institute and State University, 1986)Providing services to handicapped children is more expensive than educating nonhandicapped children. Previous studies have estimated the cost of special education to be approximately twice that of regular education. However, these studies have produced a number of problems in providing accurate cost data including a lack of data at the local level to make meaningful determinations, difficulties in treating shared and indirect costs, problems in making cost comparisons across districts, and variances in the cost of resources over time. This study evaluated the Larson (1985) model, a new methodology for calculating special education program costs, by comparing it to the Rossmiller (1970) model, a widely used method for calculating special education program costs. Judgments were made by comparing the efficiency and effectiveness of each model to the other. Efficiency was appraised byl comparing input and process considerations in computing special education program costs in a select school district in Virginia. Effectiveness was appraised by comparing each model’s ability to produce comprehensive and accurate special education program costs from the sample school district. Findings indicated that the Larson model had several advantages over the Rossmiller model. First, the Larson model was more efficient as less information from the regular budget was needed to complete indirect cost calculations. Second, the Larson model was more efficient in dealing with shared costs as they could be prorated through the use of a multiplier. Third, the Larson model was considered more accurate in its treatment of related services costs. However, several qualifications needed to be made in Judging the Larson model as a better product over the Rossmiller model. Conducting a cost determination was a lengthy process no matter which model was used and is more dependent upon the availability of data in a school district than the model used. Also, both models tended to produce similar cost figures when related services costs were taken into account.
- Competencies required of high school principals in the administration of school-based special education programsYules, Melanie R. (Virginia Polytechnic Institute and State University, 1985)The infusion of special education students into general education programs has added to the expanding role of the high school principal. The purpose of this study was to identify competencies needed by high school principals and assistant principals to effectively develop, supervise, monitor, and evaluate school-based special education programs. Competency statements were generated from the literature and validated by a panel of experts. The final instrument containing thirty competency statements in eight function areas was administered to Virginia high school principals and assistant principals who were randomly selected from the Virginia Educational Directory. Respondents were asked to rate the individual competency statement using a five point index of value scale and to list the competency statements which should receive first, second, and third priority. Data were analyzed by descriptive statistics. The index of value rating for the competency statements were independent of the position of respondent. The selection of first priority statement was dependent on the position of the person generating the rating, while the second and third priority statements were independent of the person generating the rating. The findings of this study identified "rules for discipline", "select personnel", "implement due process", "enable improvement of instruction", and "implement programs according to regulations" as competency statements with the highest mean index of value. Principals identified the top priority statements as: "evaluation for referred students", "evaluate personnel", and "implement programs according to regulations". Assistant principals identified the top priority statements as "promote positive attitudes", "rules for discipline“, and "implement programs according to regulations". Recommendations for further research included task analysis of competency statements to identify performance indicators that could be used in administrative training programs; cooperation between the local and state education agencies and universities in the provision of special education administration skills infused into general education administration pre- and in-service training programs; and the use of Public Law 94-142, Education of the Handicapped Act, Part B State flow through funds and Part D State personnel preparation funds as financial resources.
- A descriptive study of regional special education programs in VirginiaEllison, Murray S. (Virginia Polytechnic Institute and State University, 1987)The delivery of special education and related services to identified handicapped learners is often a complex and expensive task. Local education agencies (LEAs) are responsible for providing a free appropriate public education to those learners, but have available to them varied options for service delivery. When there are few handicapped learners of a particular category, such as with the lowincidence handicapped, or when there are limited resources, the LEA may decide to deliver services through a regional special education program (RSEP). The Virginia Department of Education (SEA) has encouraged LEAs to become involved in RSEPs because of their potential for providing quality programs at reduced costs to the low-incidence handicapped. By 1985-86, there were nine RSEPs formally recognized by the SEA involving 51 LEAs in the state. To date, no comprehensive study has been conducted regarding the status of RSEPs in Virginia. Such studies had been used in other states to guide policy formation and program planning. The lack of available descriptive data about RSEPs has made planning increasingly difficult for participants of RSEPs and for SEA officers. The author collected data along the dimensions of the four central characteristics of RSEP programs i.e., legal framework, organization, services, and financial factors, as were identified by Stephens (1979a). The data collection methods were also based on Stephens' RSEP studies in other states. The present author's methods included on-site visitations, investigations of SEA and RSEP files, RSEP surveys sent by mail to 168 RSEP participants and SEA officials, and interviews with about one-third of the participants. Results indicated that Virginia's RSEPs were cooperative education associations of voluntarily participating LEAs. Most participants agreed that there was a need for additional clarification of SEA Regulations regarding RSEPs. Organizational structures were very similar among the regional programs; services, staffing patterns, and service delivery systems were varied. Participants were satisfied with the quality of services offered but desired regional programs to offer additional services for certain handicapped groups which were not being served in RSEPs. Factors which participants noted that could be inhibiting RSEP growth in Virginia included: SEA regulations prohibiting RSEP building construction and insufficient finances from the SEA for RSEPs. Funding was mainly provided by state and local sources, but there was disagreement among RSEP participants and SEA officials regarding the adequacy of state funding, and state funding mechanisms for RSEPs. The author recommended that communications be increased between SEA officials and RSEP personnel for greater accountability and better planning capabilities.
- Development of an instrument to measure action choices toward handicapped persions reflective of underlying general socio-moral reasoningHopkins-Best, Mary (Virginia Tech, 1982-07-05)Increased integration of the handicapped in regular classrooms, popularly called mainstreaming, has drawn attention to how nonhandicapped students are affected. Numerous authors have contended that integration has the potential to positively affect nonhandicapped individuals' socio-moral development. Empirical data to support this contention have not accumulated as an instrument has not been available to measure value reflective conative attitudes toward the handicapped. This study addressed the problem of development of an instrument to measure action choices toward the handicapped which would reflect the attitude holder's underlying general socio-moral reasoning. Item responses relating to integration issues were constructed to represent characteristic moral judgment at various levels. The developed "Action Choices Toward Handicapped" (A.C.T.H.) instrument was field tested with two samples of 138 subjects each, including high school students, graduate students, and teachers. Research questions focused on instrument validity, internal consistency and reliability, and variables affecting scores. Validity was supported by a panel of judges critique, and a significant positive correlation between scores on the A.C.T.H. and the Defining Issues Test (D.l.T.) of general moral reasoning. Nonsignificant effects of: order of tests; directions to try to obtain a high score; knowledge of handicapped law; and sex supported the discriminant validity of the A.C.T.H. The reliability was determined to be .71. Variables tested for their effect on scores included reported: family member who is handicapped: close handicapped friend; and integrated education experience. Mean A.C.T.H. and D.l.T. scores were significantly higher for subjects reporting having had integrated educational experience. Forty-six of the subjects also completed a commonly used test of general attitudes toward disabled persons, the A.T.D.P. Subjects' A.T.D.P. scores had a nonsignificant correlation with the both the A.C.T.H. and D.l.T. scores, indicating that the developed instrument was a better indicator of attitude holder's underlying socio-moral reasoning in this study. Additional research is recommended before making generalizations about use and interpretation of the developed A.C.T.H. instrument.
- Dimensions of the interorganizational relationship between Area Agencies on Aging and Social Services Block Grant AgenciesSafewright, Marcia Porter (Virginia Tech, 1990)This research employed a model of interorganizational relations (Van de Ven, 1976) based on social action theory to examine the interagency relationships between Title III/Area Agencies on Aging (AAA) and Social Services Block Grant (SSBG) agencies across the country. The specific purpose of this study was to investigate five AAA/SSBG agency relationships using case study methodology to determine the adequacy of Van de Ven’s model in portraying the relationships. I also examined possible changes in the framework that might enhance its ability to characterize the relationships. In general, qualitative data analysis supported the model’s ability to depict the interagency relationships. The following factors were influential in the formation and continued functioning of at least three of the five interagency relationships: (a) resource needs, dependence, and exchange; (b) a commitment to serving older adults; (c) a commitment to the interagency relationship; (d) interagency communication, awareness, and information exchange; (e) interagency consensus (i.e., agreement between agency representatives on the goals and expectations of each agency in the relationship); (f) domain similarity (e.g., overlap in client populations and geographic service areas); (g) informal means of interaction and communication; and (h) perceived effectiveness of the interagency effort by agency representatives. Based upon the results of this investigation, I have proposed a revised framework that incorporates the major components of the original model but also simplifies and conceptually clarifies important relationship factors. It places more emphasis on the individuals involved in interagency relationships and is tailored to fit the special circumstances of social service agencies. An important implication of these findings for further research is the need for examining other social service agencies with the original and revised framework to further enhance their usefulness in characterizing interagency interaction. Implications for practice include the use of this information about AAA/SSBG agency relationships to improve interagency collaboration, service delivery and planning, and public policy decisions.
- Employment of the handicapped: operational forces influencing advocacy efforts of labor and management representativesSark, Karen Gail McKeever (Virginia Polytechnic Institute and State University, 1988)As a result of noncompliance and other operational forces (e.g., economic, political) in the world of work, handicapped adults have the lowest labor force participation rates and lowest earnings within the classifications of age, sex, race, and education. Many research studies have examined elements which contribute to this bleak picture, but none have investigated the advocacy role of organized labor for qualified handicapped adults seeking employment or the impact on labor officials' advocacy efforts by operational forces in the world of work. The purpose of this study was to identify the forces which influence labor unions' advocacy efforts for the employment of handicapped individuals. Two research questions were developed: (1) How do identified driving and restraining forces impact on labor union officials' advocacy efforts for qualified handicapped adults? (2) What are the forces which impact on employers' willingness to hire qualified handicapped adults? A case study approach and theoretical collection of data were selected. Two sites were purposefully chosen for their political and social diversities, and a third site was selected for its national perspective. Fifty nine subjects were purposely selected ii from four groups: community advocates, handicapped adults, private sector managers and labor union representatives. Data collection methods were: interviews, observations and document review. Data were inductively analyzed. The data analysis process involved the identification of categories and generalized relations among categories. Mini case studies of each subgroup at each geographical location were developed. Data were further collapsed as these mini case studies were merged to develop a case study of each geographical site. A cross site analysis then was conducted. The multiple comparisons made of the differences and similarities among groups and among communities led to the development of four substantive theories: (1) A restraining force to labor union advocacy for handicapped adults is labor union representatives' failure to recognize that the forces which impact on the handicapped applicant also affect the disabled union member. Lack of knowledge and attitudinal barriers were primary indicators. (2) Attitudinal barriers have a more direct impact on local labor union officials' advocacy efforts than do organized labor's traditional roles and one to one policy. (3) Employers' perceptions of the threat of the federal government's potential for enforcement of Sections 503 and 402 is a primary operational force which impacts on the degree to which federal contractors comply with the federal mandates. (4) Managers' fears of increases in compensation premiums and their belief that handicapped workers are not productive are primary economic and psychological restraining forces.
- An examination of the enabling and restraining forces in community recreation needs assessmentAntozzi, Robert K. (Virginia Polytechnic Institute and State University, 1986)The primary purpose of this study was to identify and validate the components of a community recreation needs assessment framework that will accurately facilitate the leisure need data of community recreation clientele. The content of such a framework was generated by an investigation of those variables which: (1) restrain or prevent the use, or accurate use, of community recreation needs assessment, defined as restraining forces, and (2) enable or facilitate the use, or accurate use, of community recreation needs assessment, defined as enabling forces. Data collection consisted of a review of literature, in depth interviews, a postcard questionnaire, and a mailed survey. Following the analysis of respondent demographics and agency attitudes on community recreation needs assessment (CRNA), two analyses were performed to investigate the components of CRNA. The first analysis investigated the significance level of the enabling and restraining forces of the CRNA process. A t-test was run on all items for the total population, comparing the mean of each item to 2.5 which is a response of neutral. Following the t-test, a one-way analysis of variance was used to determine if any differences existed among the means of the three levels of community size for each of the variables. In the second analysis, a conceptual framework was developed to support further investigation into the mechanisms which result in meeting community needs. Based on an overall review of the literature, the enabling and restraining variables were organized into concepts, constructs, and items. Each concept and construct set was analyzed for internal consistency using Cronback's Alpha, item deleted, to produce a measure of reliability that denoted the strength of the relationships among the items of each set and allowed an assessment of the homogeneity of each set of items and constructs. An item to total score correlation of the Pearson Product Moment correlation, item deleted, was used to examine the relationship of each item to its own construct, each construct to its own concept, and each concept to the whole, and was also used to examine the relationship of each item to other constructs within its own concept, and the relationships of each construct to other concepts. Twenty-eight of 30 individuals responded to the survey questionnaire. Of the 92 restraining and enabling variables, 59 were found to be significantly greater than neutral, while none of the items were found to be significantly less than neutral. Significant differences were found to exist for seven variables at the .05 level for the three levels of community size. The analyses of the conceptual framework provided information detailing the strengths and weaknesses of the items, constructs, and concepts in relation to the reliability, validity, and relative appropriateness that each has to the CRNA process.
- Factors related to special education services in Virginia school divisionsDodson, Sharon D. (Virginia Polytechnic Institute and State University, 1987)The purpose of this study was to verify factors which are related to the provision of special education services in Virginia school divisions and to compare obtained results with similar research completed in the era of permissive legislation by Chalfant in 1965 in Illinois. A diagnostic technique was developed to indicate the proportions of children identified as handicapped expected to be found in a school division. Indicator variables selected for inclusion in the study were average daily membership, population per square mile, median school years completed, percentage of total civilian labor force unemployed, true value of property, percent black, median household income, percentage of families in urban residence, and the Composite Index. Criteria measures included the proportion of students identified as mentally retarded, learning disabled, speech impaired, emotionally disturbed, and total proportion of all handicapped students. Indicator variables found significant to the proportion of learning disabled students were median school years completed, percent of the total civilian labor force unemployed, percent black, percent urban, population per square mile, and median household income. Median school years completed, median household income, percent black, and population per square mile were found to be significant in predicting to the proportion of students identified as mentally retarded. Indicator variables related to the proportion of students identified as emotionally disturbed included average daily memh·.~rship, percent urban, median income, and percent of total civilian labor force unemployed. A low correlation was found between proportion of speech impaired students and percentage of families in urban residence, true value of property, and average daily membership. The total proportion of students identified as handicapped was best predicted by the percent of total civilian labor force ·unemployed, percent urban and population per square mile. A special education Expectancy Index was developed to provide a comparative measure for each school division on each criteria measure. The atypical school divisions were diagnosed as having overidentified or underidentified proportions of each criteria measure. The study confirmed the methodology utilized by Chalfant and yielded an operational model for predicting certain special education services.
- Family cohesion in remarried familiesSmith, Thomas Alton (Virginia Polytechnic Institute and State University, 1985)A random sample of sixty-eight remarried families was studied by use of FACES III, a widely accepted measure of family cohesion. The purpose of the study was to examine family cohesion in remarried families. Specifically, family cohesion in remarried families was compared with cohesion in a norm group of intact families, as well as investigated in light of the effects of specific variables associated with remarried families. The results indicated that stepparents and natural parents' perceptions of cohesion did not differ significantly. The results confirmed that cohesion levels of remarried families with adolescents were lower than the cohesion levels of other remarried families in this study. Remarried families with adolescents also were found to have significantly lower levels of cohesion than other intact families with adolescents. Cohesion levels of remarried families in other life cycle stages were not found to differ significantly from cohesion levels of other intact families. Complexity of remarried family structure and years in the remarried family did not significantly affect the perceived cohesion levels.
- Framework for descriptive and comparative cost analysis of public and nonpublic special education programsLarson, Jeffrey B. (Virginia Polytechnic Institute and State University, 1985)Determining the costs of special education in public and nonpublic settings is an important undertaking necessary for policy formulation and implementation. The Rehabilitation Act of 1973 (P.L. 93-112) and the Education for All Handicapped Children Act of 1975 (P.L. 94-142) require that all handicapped children receive a free, appropriate, publicly supported education. Further, P.L. 94-142 mandates: education in the least restrictive environment, a continuum of alternative placements, and that handicapped children in private schools be provided special education and related services at no cost to their parent(s) or guardian(s) provided that such children are referred or placed by the public agency. In the context of fiscal accountability, the issue of providing comparable services for the least amount of expenditure in special education has become a critical one. Local education agencies (LEAs) are continually faced with decisions of whether to pay for nonpublic placements of handicapped pupils or provide public placements often at the expense of starting new programs and services for a small number of pupils. To date, most LEAs have been unable to accurately analyze and compare these costs. This study developed a framework to be used for descriptive and comparative analysis of costs of public and nonpublic programs and services utilized for handicapped pupils. Borg's model of research and development procedures was used with modifications to include expert panel review at preliminary product development and product revision stages. The framework was tested in six LEAs within Virginia which represent county and city divisions in high, medium, and low population settings. Ten nonpublic day and residential programs utilized by the LEAs were selected for analysis. Analyzed public per-pupil costs by handicapping condition and environment were compared to the analyzed per-pupil costs to the LEA for nonpublic special education programs by handicapping condition and environment. The product of this study may assist LEAs in policy formulation and implementation concerning the placement of handicapped pupils.
- An investigation of the special education process: current practicesEngelhard, Judy B. (Virginia Polytechnic Institute and State University, 1982)The procedural requirements of P.L. 94-142, The Education for All Handicapped Children Act of 1975, are designed to ensure a natural transition from assessment to individualized program planning for handicapped children. Based on a full and individual evaluation, an individualized education program ( IEP) is developed for each identified handicapped child. The literature suggests a failure to achieve a significant relationship between written psychoeducational reports and IEP' s which led to the present investigation which described the procedural aspects of the transition from assessment to IEP development. Information was obtained from individuals directly involved in the process. Through the administration of a survey instrument to 508 special education directors and/or supervisors and learning disability teachers in five eastern states, the process from referral through IEP development as implemented in their districts was described. Data were collected which described, (a) the special education process of decision making and IEP development, (b) the development of IEP's, (c) the perceived problems in the process, and (d) the utilization of the IEP document. The results indicate substantial consistency in the process, with special education teachers appearing to be the most involved person in all IEP related tasks. The major problems in the process are attributed to the amount of paperwork and time required and the extensive degree of responsibility for IEP related tasks assumed by special education teachers. The findings indicate that special education teachers utilize the IEP more often than any other school personnel. This study revealed several needs in the area of special education. Foremost among these needs is increased participation by parents, students, and regular classroom teachers in the IEP process and a reduction in instructional time consumed for noninstructional tasks.
- A Meta-Evaluation of Taiwan Ministry of Education's National Technology Institutes Evaluation: A Study of Evaluation Team's and Stakeholders' Judgements on the Evaluation PracticeLee, Bruce Tien-Lung (Virginia Tech, 1995-05-05)A meta-evaluation of the Taiwan Ministry of Education's 1990 National Technology Institutes Evaluation practices was conducted. The major focus of the meta-evaluation was to compile pertinent information and to make comparisons of performance relative to the utility, feasibility, propriety, and accuracy of the Taiwan Ministry of Education's 1990 National Technology Institutes Evaluation practices as perceived by the evaluation team members (evaluators) and the stakeholders (the evaluated). The evaluation team and stakeholders were also asked to assess the importance of 30 Program Evaluation Practice Standards for the evaluation. Data were collected through mailed questionnaires and informal interviews. Information gleaned from this study were based on responses received from the 1990 Taiwan National Technology Institutes Evaluation team members and the stakeholders including institute presidents and academic program leaders. Results of the study provided the basis for improving the evaluation practices of the Taiwan National Technology Institutes Evaluation including recommendations for improving the evaluation model, policies, procedures, and practices. Results of the study revealed that: 1. The evaluation team and stakeholders held similar beliefs regarding the importance of the 30 Program Evaluation Practice Standards for the 1990 Taiwan National Technology Institutes Evaluation. The Program Evaluation Practice Standards were perceived as important ideals for the orientation of the process and practice of evaluation in Taiwan. 2. The evaluation team and stakeholders gave similar assessments as to the utility, feasibility, propriety, and accuracy of the 1990 Taiwan National Technology Institutes Evaluation practice. Based upon analyses of the data, the findings indicated that the evaluation system employed by the Taiwan Ministry of Education produces outcomes that are overall acceptable to both the evaluators and the evaluated. As the result, recommendations were offered and reviewed by a panel of experts in Taiwan.
- The planned integration of special education studentsFortney, Shirley (Virginia Tech, 1993-05-05)This study examined the process of integrating special education students into a regular education program. The study focused on needs, successful strategies, role changes, supervision of teachers, and outcomes of the integration process for a school engaged in transition from more restrictive toward more integrated placement for students in self-contained special education classes. Qualitative interviews were used to elicit self-perceptions of the director of special education, county task force members, principals, teachers of regular and special education, and ancillary staff. These interviews were triangulated with relevant documentation and observations of activities during school days. The study found two distinct styles of supervision in place: 1) a bottom-up approach used by the special education director to guide the county task force as it developed district guidelines; and 2) a top-down approach used by the principal to guide implementation of increased integration at the school level. The study found that progress in implementation of integration was impeded by the fact that teachers of regular education were not represented on the county task force. Other factors which contributed to and impeded integration during the first year of implementation were: 1) a lack of a clear definition of integration at the school level; 2) a perception that positive outcomes of integration are primarily social benefits for students in both regular and special education; and 3) a premise held by all study participants that full inclusion was not feasible in their school. These findings from the local setting are generally consistent with findings from key studies in the literature. Other suggestions were made by participants to formalize integration procedures, to allow teacher choice in acceptance of students with disabilities, to mix classroom placements within the school, and to give a smaller class size to teachers who integrated students into their class. One further recommendation reducing the wide range of abilities within each integrated classroom, was found in the literature reviewed to be a barrier to integration success.
- The provision of special education and related services to incarcerated handicapped youth of VirginiaFernandez, Linda A. (Virginia Polytechnic Institute and State University, 1982)Public Law 94-142, The Education for All Handicapped Children Act of 1975, mandates that all handicapped children, including those housed in correctional facilities, receive special education and related services as required by the law. Literature has suggested that services are not being provided as mandated. Factors inherent in correctional education and/or unclear, absent or conflicting policies of multiple agencies sharing responsibilities for incarcerated handicapped youth may inhibit delivery of special education and related services as required by federal and state regulations. Through interviews with personnel of the Virginia Rehabilitative School Authority (RSA) and examination of policies of the RSA, the Virginia Department of Education Office of Special and Compensatory Education (SEA), and the Virginia Department of Corrections, three questions were addressed: (1) What are the processes used by the RSA to implement SEA regulations governing the education of handicapped children? (2) What are the factors which affect the implementation of delivery of special education and related services as perceived by RSA personnel? (3) Are absent, unclear or conflicting policies of agencies (SEA, DOC, RSA) related to the provision of mandated services to incarcerated handicapped youth? It was found that state regulations were not fully addressed by RSA processes and that processes being implemented did not comply totally with state regulations. Factors found to inhibit the development and implementation of processes within state regulations included the precedence of DOC custody and treatment considerations over educational concerns, inadequate numbers of special education personnel, paucity of placement options within youth school programs and outside of the correctional setting, and inadequate training of DOC and RSA personnel in preparation for special education responsibilities. Absence of SEA policy relating to assignment of surrogate parents and absence of local and state agencies' policies addressing transfer of student information restrained development and conduct of required procedures. Conflict between policy foci of the DOC and RSA was a primary contributor to special education procedural and programmatic limitations.
- Special education and teacher union contracts: an exploratory studyWhite, George T. (Virginia Tech, 1990)The Education for All Handicapped Children Act of 1975, P.L. 94, 142, resulted in many benefits accruing to learners with handicaps and their families. However, there were disputes between and among people from various sectors of the educational community regarding the implementation of the Act. In the past the local teacher union bargaining process has been used as a means through which some disputes may be rectified. Authors have suggested that disputes regarding the delivery of services to learners with handicaps might be resolved through teacher unions’ collective bargaining. The primary purpose of this study was to identify existing special education related language in “Pre” and "Post" P.L. 94-142 teacher union contracts. The secondary purpose was to examine the perceived needs of educational professionals for the development of formal school board policies and procedures on selected special education service delivery issues. Three data collection procedures were developed. Data were analyzed, in part, by descriptive statistics. Analyses of quantitative and qualitative data obtained from three sources revealed the following three major findings: The majority of "Pre" and "Post" P.L. 94-142 teacher union contracts contained virtually no specific special education related language. Second, all teachers’ perceptions surveyed indicated that the majority of educators perceived the need for selected special education policies as either “highly valuable" or “essential” regardless of teaching assignment (special or regular education) or employment site (urban or rural). Third, teachers consistently perceived a greater degree of need for local school boards to develop selected formal special education and service delivery policies and procedures then did special education program administrators. Recommendations for further research included a series of national surveys of unionized educational professionals to determine if these individuals can provide 1) an explanation for the inconsistency identified here between practitioners perceived need for selected special education policies and procedures and the virtual absence of any special education related contractual language in the contracts analyzed in this study; 2) what specific effect, if any, the implementation of the Regular Education Initiative (REI) has had in unionized school districts; and 3) if there is any linkage between membership on the pre-bargaining and bargaining committees and the final content of the negotiated teacher union contract.
- Staff knowledge of client rights in West Virginia institutions for the developmentally disabledSmith, Terry L. (Virginia Polytechnic Institute and State University, 1985)Analysis of staff knowledge of client rights in West Virginia institutions for the developmentally disabled was undertaken in this study. Even with the identification of guaranteed rights for institutionalized individuals through federal and state legislation, standards, policies, and judicial decisions, whose findings have shown that violation of client rights continues to occur in most institutions. A review of the literature indicated that one possible cause for the continuation of rights violations may be the staff limited understanding of client rights. The literature also has revealed few studies have attempted an investigation in this area. This study involved 644 full-time staff who were representative of one of six different job categories. The staff were employed in one of three West Virginia institutions for the developmentally disabled. It was hypothesized that if differences in staff knowledge of client rights were identified, this information could be used to direct staff training and policy-making decisions and perhaps minimize the continuous violations of client rights. That significant differences in knowledge of client rights did exist when different job categories of staff were compared within each institution as well as across institutions. It was found that significant relationships in knowledge of client rights exist between staff with different job longevity rates, but the correlation was too low to be considered a reliable predictor of limited value. No significant differences in staff knowledge of client rights were found between the three institutions. The implication of these research findings and the future need for research in this area are discussed.