EFFECTIVINESS OF SPECIAL EDUCATION PROGRAM IN EARLY CHILDHOOD PERIOD APPLIED TO

2021 ◽  
Vol 6 (14) ◽  
pp. 200-246
Author(s):  
Hatice Ece Geç
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Education Program ◽  
Special Education Program

Application of a Systems Technology for Formative Evaluation in an Early Childhood Special Education Program

1987 ◽  
Vol 9 (1) ◽  
pp. 19-29
Author(s):  
Stephen W. Stile ◽  
Joyce Peters ◽  
Torry Piazza-Templeman
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Student Performance ◽  
Education Program ◽  
Formative Evaluation ◽  
Early Childhood Special Education ◽  
Descriptive Data ◽  
Evaluation Data ◽  
Special Education Program ◽  
Student Performance Data

The present paper describes a noncomputerized system for collection, storage, and analysis of student performance data in an early childhood special education program. Formative evaluation data for 12 students during one school quarter indicate that 719 data-based decisions were made, resulting in reteaching (69%), moving ahead (25%), or branching (6%) within cumulative skill programs. Additional descriptive data are reported that reflect distribution of programs by curricular area, numbers of programs and units, types of branch decisions, and types of branches by curricular area.

The Effects of Coaching With Video and Email Feedback on Preservice Teachers’ Use of Recommended Practices

2018 ◽  
Vol 38 (4) ◽  
pp. 192-203 ◽  
Author(s):  
Ragan H. McLeod ◽  
Sunyoung Kim ◽  
Kimberly A. Resua
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Education Program ◽  
Early Childhood Special Education ◽  
Evidence Base ◽  
Video Feedback ◽  
Distance Coaching ◽  
Special Education Program ◽  
Recommended Practices

In this study, we examined the effects of training and coaching via video and email feedback on preservice teachers’ use of recommended practices. Two preservice teachers in an early childhood special education program developed action plans for implementing recommended practices and videotaped their interactions with children in a blended preschool program. Coaches reviewed videos and provided email feedback with video examples of participants’ use of the practices. The training and coaching with email and video feedback was effective in increasing participants’ use of recommended practices. The results of this study strengthen the evidence base for distance coaching as a viable support for preservice teachers.

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