Evaluating Inclusive Educational Practices for Students with Severe Disabilities Using the Program Quality Measurement Tool

Autor/inn/en	Cushing, Lisa S.; Carter, Erik W.; Clark, Nitasha; Wallis, Terry; Kennedy, Craig H.
Titel	Evaluating Inclusive Educational Practices for Students with Severe Disabilities Using the Program Quality Measurement Tool
Quelle	In: Journal of Special Education, 42 (2009) 4, S.195-208 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466907313352
Schlagwörter	School Restructuring; Validity; Severe Disabilities; Educational Practices; School Districts; Educational Change; School Buildings; Inclusive Schools; Educational Improvement; Program Evaluation; Educational Quality; Evaluation Methods; Educational Facilities + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Gültigkeit; Severe disability; Schwerbehinderung; Bildungspraxis; School district; Schulbezirk; Bildungsreform; School building; Schulgebäude; Inclusive school; Integrative Schule; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation; Quality of education; Bildungsqualität; Bildungsstätte
Abstract	Recent legislative and school reform efforts require schools to evaluate and improve educational practices for students with severe disabilities. The authors developed the "Program Quality Measurement Tool" (PQMT) to enable administrators and educators to evaluate the educational programming provided to students with severe disabilities against best practice indicators, identify programmatic strengths and needs, and assess improvements in educational service delivery over time. The PQMT incorporates a multimethod approach to assessing inclusive practices for students with severe disabilities at the levels of the local education agency, school building, and student. The results indicate acceptable levels of interobserver agreement, test-retest reliability, internal consistency, congruent validity, and discriminative validity for the PQMT. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10