دورية أكاديمية
Using Curriculum-Based Assessment to Determine Eligibility: Time for a Paradigm Shift?
| العنوان: | Using Curriculum-Based Assessment to Determine Eligibility: Time for a Paradigm Shift? |
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| اللغة: | English |
| المؤلفون: | McLean, Mary |
| المصدر: | Journal of Early Intervention. 2005 28(1):23-27. |
| الإتاحة: | Division for Early Childhood, Council for Exceptional Children. 27 Fort Missoula Road, Suite 2, Missoula, MT 59804. Tel: 406-543-0872; Fax: 406-543-0887; e-mail: dec@dec-sped.org; Web site: http://www.dec-sped.org/journals.htmlTest. |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 5 |
| تاريخ النشر: | 2005 |
| نوع الوثيقة: | Journal Articles Opinion Papers Reports - Descriptive |
| Education Level: | Early Childhood Education |
| الواصفات: | Curriculum Based Assessment Eligibility Early Childhood Education Young Children Special Education Early Intervention Measures (Individuals) Special Needs Students Item Analysis Reader Response Construct Validity Program Validation |
| تدمد: | 1053-8151 |
| مستخلص: | Comments on an article by Macy et al. The authors supports the potential use of the Assessment, Evaluation and Programming System for Infants and Children (AEPS:E) as an instrument for determining eligibility with toddler-aged children (18 to 36 months). Much work remains to be done before the AEPS:E should be recommended for use in determining eligibility. As the authors indicate, research is needed on all age levels of children that might be assessed with the AEPS:E. In addition, variations in levels of functioning should be explored to determine if the AEPS:E is accurate with children who have very mild disabilities but still need services. In addition, determining eligibility for early intervention or early childhood special education services often requires comparative scores for each of five developmental domains; however, the AEPS:E yields one total score. The authors' article is in the forefront of a significant change in measurement systems used for eligibility in early intervention and early childhood special education. The authors should be commended for their work, which has added important evidence to the knowledge base in assessment and might help shift the traditional eligibility assessment paradigm. Although much research remains to be done, a significant step has been taken. |
| Abstractor: | Author |
| Number of References: | 16 |
| Entry Date: | 2006 |
| الوصول الحر: | http://www.vanderbiltchildrens.com/interior.php?mid=3128Test |
| رقم الانضمام: | EJ743064 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1053-8151 |
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