Evaluating individualized educational programs: A recommendation and some programmatic implications.

Autor/inn/en	Jaffe, Meryl J.; Snelbecker, Glenn E.
Titel	Evaluating individualized educational programs: A recommendation and some programmatic implications.
Quelle	In: The urban review, (1982) 2, S.73-81 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/BF02174644
Schlagwörter	Potential Problem; Educational Program; Goal Attainment; Urban School; School Personnel
Abstract	Abstract The character of urban schools and the practices of school personnel have been influenced by a variety of sociopolitical factors. Currently, the Education for All Handicapped Children Act of 1975 (P.L. 94–142) is having impact on schools in general and especially on urban schools, which typically have many students affected by this law. This paper describes certain aspects of the law which have posed problems for schools, and makes suggestions about how such problems can be resolved. Schools are required to identify goals and to evaluate educational progress on anindividual student basis. This requirement can be met by using the Goal Attainment Scaling (GAS) technique. Using an illustrative GAS-modified individualized educational program (IEP), advantages and disadvantages of this technique are discussed. Certain potential problems are identified and suggestions made so that administrators and other school personnel can be successful in their attempts to comply with requirements to evaluate educational progress in conjunction with IEPs.
Erfasst von	OLC
Update	2023/2/05