A Linked System Approach to Early Childhood Special Education Eligibility Assessment

Macy, Marisa; Hoyt-Gonzales, Kristie

doi:10.1177/004005990703900306

Cited by 13 publications

(5 citation statements)

References 8 publications

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“…Evaluations must be family-centered and assess children in all areas or domains adversely affected by the disability. This finding is consistent with literature illustrating how ECSE systems continue to be challenged by the content and exchange for data gathered during the eligibility determination process (Macy & Hoyt-Gonzales, 2007).…”

Section: Resultssupporting

confidence: 91%

Legal Issues in Early Childhood Special Education

Etscheidt

Schmitz

Edmister

2021

Journal of Disability Policy Studies

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Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

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Section: Resultssupporting

confidence: 91%

Legal Issues in Early Childhood Special Education

Etscheidt

Schmitz

Edmister

2021

Journal of Disability Policy Studies

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“…That is because assessment gives them direct link to the curriculum, which is the main feature of curriculum-based assessment. Furthermore, results from study also showed that this instrument could be utilized as an eligibility tool for young children who need to get under the intervention services program in the United States (Macy et al, 2007) and Bricker et al (2002).…”

Section: Curriculum-based Assessmentmentioning

confidence: 98%

Cross-Cultural Adaptation of Developmental Criteria for Young Children: A Preliminary Psychometric Study

Yunus¹

2014

IES

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Authentic assessment approach applies naturalistic observation method to gather and analyse data about children's development that are socio-culturally appropriate to plan for individual teaching and learning needs. This article discusses the process of adapting an authentic developmental instrument for children of 3-6 years old. The instrument consists of 217 criteria of development for children between the ages of 36-72 months; grouped under six domains, which are fine motor, gross motor, adaptive, cognitive, socio-communication, and social. It is a criterion measurement tool, which was developed for the American context. This instrument needed to be adapted into the Malay socio-cultural context before it could be applied in local setting. The adaptation process involved directly translating the items; investigating the items/criteria's score format; examining the items by a panel of experts; observing the real setting to investigate the score patterns and calculating observer agreement index. 103 children from the Malay ethnic group aged between 36-72 months, six field experts, and twelve observers were involved as participants. The researcher and an editor translated all the criteria for development; novice observers carried out a pilot study to test the suitability of score format; six children's specialists examined the translated criteria; and lastly, the researcher observed activities in the preschool setting to score the criteria in naturalistic manner. The translated criteria, checklists; and developmental scores were analysed through visual and descriptive statistics. Content analyses showed that most of the developmental criteria were suitable to be applied in the research context. However, there are a few criteria considered as not appropriate and scores between observers indicated low agreement on how they interpreted the criteria.

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“…After eligibility processes are completed, special education students have to be assessed for skills considered to be important in their day-today school as well as social life (Macy and Hoyt-Gonzales 2007). Academic skills, especially in the areas of reading, writing and mathematics, as mentioned above, take on a more functional role to exploit real world experiences (Schulz 2008).…”

Section: Knowledge Of Assessment Toolsmentioning

confidence: 99%

2 - Competencies and Proficiencies in Special Education: The Case of Ethiopian Universities

Woldehana¹,

Teferra²

2022

JHEA

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This study explores and analyses the competencies and proficiencies of final- year university students studying special education in two public higher education institutions in Ethiopia. A total of fifty-five final-year students were purposefully sampled with the results that these students severely lacked the requisite competencies and proficiencies in areas and skills that are crucial for personal and professional advancement in higher education. The study also observes that the training of university students does not sufficiently incorporate practical experiences and effective exposure to the tools and methods that schools employ to provide robust special education services. The study, based on the analysis of knowledge of the Individual Education Plan, concludes that final-year students involved in this study lack the requisite competencies, experiences and proficiencies which are key skills necessary for special education teachers.

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A Linked System Approach to Early Childhood Special Education Eligibility Assessment

Cited by 13 publications

References 8 publications

Legal Issues in Early Childhood Special Education

Legal Issues in Early Childhood Special Education

Cross-Cultural Adaptation of Developmental Criteria for Young Children: A Preliminary Psychometric Study

2 - Competencies and Proficiencies in Special Education: The Case of Ethiopian Universities

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