BibTex RIS Kaynak Göster

Öğretimsel Düzenlemeler Modelinin Erken Çocukluk Özel Eğitiminde Kullanılması

Yıl 2009, Cilt: 10 Sayı: 01, 43 - 55, 01.02.2009
https://doi.org/10.1501/Ozlegt_0000000132

Öz

Kaynakça

  • Barnett, D. A., VanDerHeyden, A. M., & Witt, J. C. (2007). Achieving science-based practice through response to intervention: What it might look like in preschools. Journal of Educational and Psychological Consultation, 17, 31–54.
  • Bolt, S., Krentz, J., & Thurlow, M. (2002). Are we there yet? Accountability for the performance of students with disabilities (Technical Report 33). University of Minnesota, National Center on Educational Outcomes. Retrieved May 10, 2009, from http://education.umn.edu/NCEO/OnlinePubs/ TechReport33.pdf
  • Bordignon, C., & Lam, T. C. M. (2004). The early assessment conundrum: Lessons from the past, implications for the future. Psychology in the Schools, 41, 737–749.
  • Bricker, D., & Waddell, M. (1996). AEPS measurement for three to six years (Vol. 3). Baltimore MD: Brookes.
  • Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., & Garrett, M. (2010). A web-based tool to support data-based early intervention decision making. Topics in Early Childhood Special Education, 29, 201–213.
  • Deno S. L. (2003). Developments in curriculum- based measurement. The Journal of Special Education, 37, 184–192.
  • Downs, A., & Strand, P. S. (2006). Using assessment to improve the effectiveness of early childhood education. Journal of Child and Family Studies, 15, 671–680.
  • Ergül, C. (2007). Curriculum based decision making in an early literacy program. Yayınlanmamış doktora tezi. Arizona State University, Arizona, ABD.
  • Fewell, R. R. (2000). Assessment of young children with special needs: Foundations for tomorrow. Topics in Early Childhood Special Education, 20, 38–42.
  • Fuchs, L. S., & Fuchs, D. (1998). Curriculum-based measurement: A unifying framework for conceptualizing learning disability. Learning Disability Research and Practice, 13, 204– 219.
  • Fuchs, D., & Fuchs, L. S. (2002). Curriculum-based measurement: Describing competence, enhancing outcomes, evaluating treatment effects, and identifying treatment nonresponders. Education, 77 (2), 64–84.
  • Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Ferguson, C. (1992). Effects of expert system consultation within curriculum-based measurement using a reading maze task. Exceptional Children, 58, 436–450.
  • Greenwood, C. R., Luze, G. J., Cline, G., Kuntz, S., & Leitschuh, C. (2002). Developing a general outcome measure of growth in movement for infants and toddlers. Topics in Early Childhood Special Education, 22, 143–157.
  • Hebbeler, K., Barton, L. R., & Mallik, S. (2008). Assessment and accountability for programs serving young children with disabilities. Exceptionality, 16, 48–63.
  • Hojnoski, R., Gischlar, K., & Missall, K. (2009a). Improving child outcomes with data-based decision making: Collecting data. Young Exceptional Children, 12(3), 32–44.
  • Hojnoski, R., Gischlar, K., & Missall, K. (2009b). Improving child outcomes with data-based decision making: Graphing data. Young Exceptional Children, 12(3), 15–30.
  • Johnstone, C. J., Altman, J., Thurlow, M. L., & Thompson, S. J. (2006). A summary of research on the effects of test accommodations: 2002 through 2004 (Technical Report 45). University of Minnesota, National Center on Educational Outcomes. Retrieved May 10, 2009, from http://education.umn.edu/NCEO/OnlinePubs/ Tech45/Technical45.pdf
  • Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore: Paul H. Brookes.
  • Macy, M. G., Bricker, D. D., & Squires, J. K. (2005). Validity and reliability of a curriculum-based assessment approach to determine eligibility for Part C services. Journal of Early Intervention, 28, 1–16.
  • McConnell, S. R. (2000). Assessment in early intervention and early childhood special education: Building on the past to project into our future. Topics in Early Childhood Special Education, 20, 43–48.
  • McConnell, S. R., Priest, J. S., Davis, S. D., & McEvoy, M. A. (2002). Best practices in measuring growth and development for preschool children. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 2, pp.1231–1246). Washington, DC: National Association of School Psychology.
  • McLean, M. (2005). Using curriculum-based assessment to determine eligibility: Time for a paradigm shift? Journal of Early Intervention, 28, 23–27.
  • McLean, M., Bailey, D., & Wolery, M. (1996). Assessing infants and preschoolers with special needs. Englewood Cliffs NJ: Prentice- Hall.
  • McLean, M., Wolery, M., & Bailey, D. (2004). Assessing infants and preschoolers with special needs (3rd ed.). Englewood Cliffs NJ: Prentice-Hall.
  • Meisels, S. J. (2001). Fusing assessment and intervention: Changing parents’ and providers’ views of young children. Zero to Three, 21, 4– 10.
  • Meisels, S. J. (2006). Accountability in early childhood: No easy answers (Occasional Paper 6). Chicago: Herr Research Center for Children and Social Policy, Erikson Institute.
  • Meltzer, L., & Reid, D. K. (1994). New directions in the assessment of students with special needs: The shift toward a constructivist perspective. The Journal of Special Education, 28, 338–355.
  • Odom, S. L., & McLean, M. E. (1996). Early intervention/early
  • childhood special education: Recommended practices. Austin, TX: Pro-Ed.
  • Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill- Palmer Quarterly, 50, 471–491.
  • Sandall, S., McLean, M. E., & Smith, B. J. (2000). DEC recommended practices in early intervention/early education. Longmont, CO: Sopris West.
  • Sandall, S. R., Schwartz, I. S., & LaCroix, B. (2004). Interventionists’ perspectives about data collection in integrated early childhood classrooms. Journal of Early Intervention, 26, 161–174.
  • Sattler, J. M., & Hoge, R. D. (2006). Assessment of children: Behavioral, social, and clinical foundations. San Diego: Jerome M. Sattler, Publisher, Inc.
  • Scott, V. G., & Weishaar, M. K. (2003). Curriculum-based measurement for reading progress. Intervention in School and Clinic, 38, 153-159.
  • Snyder, P. A., Wixson, C. S., Talapatra, D., & Roach, A. T. (2008). Assessment in early childhood: Instruction-focused strategies to support response-to-intervention frameworks. Assessment for Effective Intervention, 34, 25– 35.
  • Stecker, P. M., & Fuchs, L. S. (2000). Effecting superior achievement using curriculum-based measurement: The importance of individual progress monitoring. Learning Disabilities Research and Practice, 15, 128–134.
  • Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795– 819.
  • Stecker, P. M., Lembke, E. S., & Foegen, A. (2008).Using progress-monitoring data to improve instructional decision making. Preventing School Failure, 52(2), 48–58.
  • Thompson, S., & Thurlow, M. (2001). State special education outcomes, 2001: A report on state activities at the beginning of a new decade (Research Report 143). Washington, DC; National Association of State Directors of Special Education.
  • Vanderheyden, A. M. (2005). Intervention-driven assessment practices in early childhood/early intervention: Measuring what is possible rather than what is present. Journal of Early Intervention, 28, 28–33.
  • Walker, D., Carta, J. J., Greenwood, C. R., & Buzhardt, J. F. (2008). The use of Individual Growth and Developmental Indicators for progress monitoring and intervention decision making in early education. Exceptionality, 16, 33–47
  • Zimmerman, B. J., & Dibenedetto, M. K. (2008).
  • Mastery learning and assessment: Implications for
  • students and teachers in an era of high-stakes
  • testing. Psychology in the Schools, 45, 206–216.

Öğretimsel Düzenlemeler Modelinin Erken Çocukluk Özel Eğitiminde Kullanılması

Yıl 2009, Cilt: 10 Sayı: 01, 43 - 55, 01.02.2009
https://doi.org/10.1501/Ozlegt_0000000132

Öz

Özel gereksinimli çocukların hedeflenen beceri ve davranışlarda gösterdikleri gelişimin sürekli ve sistematik bir şekilde değerlendirilmesi ve elde edilen verilerin öğretimsel uygulamaları düzenlemede kullanılması, erken çocukluk özel eğitimin en önemli yapıtaşlarından biri olmasına rağmen, öğretmenlerin çoğunlukla sistematik veri toplamadıkları, öğretimsel kararlar alırken sezgilerine ve sistematik olmayan gözlemlerine dayandıkları bildirilmiştir. Buna karşın, basit bir yönerge modeli olan Öğretimsel Düzenlemeler Modeli (ÖDM) ile yapılandırılmış bir süreç içinde öğretmenlerin verileri sistematik değerlendirmelerinin sağlandığı durumlarda, çocukların hedeflenen becerilerin kazanımında daha başarılı olduğu gözlenmiştir. Bu çalışmada, ÖDM modelinin bir erken müdahale programında uygulanması anlatılmıştır. Üç basamaktan oluşan bu model, özel gereksinimli çocukların hedeflenen beceri ve davranışlarında gösterdikleri gelişimin sürekli ve sistematik bir şekilde değerlendirilmesini, verilerin grafikleştirilmesini ve verilerin öğretimsel kararlar almak için yorumlanmasını içermektedir. Makalede, bahsedilen basamakların ayrıntılı değerlendirilmesi sunulmuştur

Kaynakça

  • Barnett, D. A., VanDerHeyden, A. M., & Witt, J. C. (2007). Achieving science-based practice through response to intervention: What it might look like in preschools. Journal of Educational and Psychological Consultation, 17, 31–54.
  • Bolt, S., Krentz, J., & Thurlow, M. (2002). Are we there yet? Accountability for the performance of students with disabilities (Technical Report 33). University of Minnesota, National Center on Educational Outcomes. Retrieved May 10, 2009, from http://education.umn.edu/NCEO/OnlinePubs/ TechReport33.pdf
  • Bordignon, C., & Lam, T. C. M. (2004). The early assessment conundrum: Lessons from the past, implications for the future. Psychology in the Schools, 41, 737–749.
  • Bricker, D., & Waddell, M. (1996). AEPS measurement for three to six years (Vol. 3). Baltimore MD: Brookes.
  • Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., & Garrett, M. (2010). A web-based tool to support data-based early intervention decision making. Topics in Early Childhood Special Education, 29, 201–213.
  • Deno S. L. (2003). Developments in curriculum- based measurement. The Journal of Special Education, 37, 184–192.
  • Downs, A., & Strand, P. S. (2006). Using assessment to improve the effectiveness of early childhood education. Journal of Child and Family Studies, 15, 671–680.
  • Ergül, C. (2007). Curriculum based decision making in an early literacy program. Yayınlanmamış doktora tezi. Arizona State University, Arizona, ABD.
  • Fewell, R. R. (2000). Assessment of young children with special needs: Foundations for tomorrow. Topics in Early Childhood Special Education, 20, 38–42.
  • Fuchs, L. S., & Fuchs, D. (1998). Curriculum-based measurement: A unifying framework for conceptualizing learning disability. Learning Disability Research and Practice, 13, 204– 219.
  • Fuchs, D., & Fuchs, L. S. (2002). Curriculum-based measurement: Describing competence, enhancing outcomes, evaluating treatment effects, and identifying treatment nonresponders. Education, 77 (2), 64–84.
  • Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Ferguson, C. (1992). Effects of expert system consultation within curriculum-based measurement using a reading maze task. Exceptional Children, 58, 436–450.
  • Greenwood, C. R., Luze, G. J., Cline, G., Kuntz, S., & Leitschuh, C. (2002). Developing a general outcome measure of growth in movement for infants and toddlers. Topics in Early Childhood Special Education, 22, 143–157.
  • Hebbeler, K., Barton, L. R., & Mallik, S. (2008). Assessment and accountability for programs serving young children with disabilities. Exceptionality, 16, 48–63.
  • Hojnoski, R., Gischlar, K., & Missall, K. (2009a). Improving child outcomes with data-based decision making: Collecting data. Young Exceptional Children, 12(3), 32–44.
  • Hojnoski, R., Gischlar, K., & Missall, K. (2009b). Improving child outcomes with data-based decision making: Graphing data. Young Exceptional Children, 12(3), 15–30.
  • Johnstone, C. J., Altman, J., Thurlow, M. L., & Thompson, S. J. (2006). A summary of research on the effects of test accommodations: 2002 through 2004 (Technical Report 45). University of Minnesota, National Center on Educational Outcomes. Retrieved May 10, 2009, from http://education.umn.edu/NCEO/OnlinePubs/ Tech45/Technical45.pdf
  • Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore: Paul H. Brookes.
  • Macy, M. G., Bricker, D. D., & Squires, J. K. (2005). Validity and reliability of a curriculum-based assessment approach to determine eligibility for Part C services. Journal of Early Intervention, 28, 1–16.
  • McConnell, S. R. (2000). Assessment in early intervention and early childhood special education: Building on the past to project into our future. Topics in Early Childhood Special Education, 20, 43–48.
  • McConnell, S. R., Priest, J. S., Davis, S. D., & McEvoy, M. A. (2002). Best practices in measuring growth and development for preschool children. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 2, pp.1231–1246). Washington, DC: National Association of School Psychology.
  • McLean, M. (2005). Using curriculum-based assessment to determine eligibility: Time for a paradigm shift? Journal of Early Intervention, 28, 23–27.
  • McLean, M., Bailey, D., & Wolery, M. (1996). Assessing infants and preschoolers with special needs. Englewood Cliffs NJ: Prentice- Hall.
  • McLean, M., Wolery, M., & Bailey, D. (2004). Assessing infants and preschoolers with special needs (3rd ed.). Englewood Cliffs NJ: Prentice-Hall.
  • Meisels, S. J. (2001). Fusing assessment and intervention: Changing parents’ and providers’ views of young children. Zero to Three, 21, 4– 10.
  • Meisels, S. J. (2006). Accountability in early childhood: No easy answers (Occasional Paper 6). Chicago: Herr Research Center for Children and Social Policy, Erikson Institute.
  • Meltzer, L., & Reid, D. K. (1994). New directions in the assessment of students with special needs: The shift toward a constructivist perspective. The Journal of Special Education, 28, 338–355.
  • Odom, S. L., & McLean, M. E. (1996). Early intervention/early
  • childhood special education: Recommended practices. Austin, TX: Pro-Ed.
  • Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill- Palmer Quarterly, 50, 471–491.
  • Sandall, S., McLean, M. E., & Smith, B. J. (2000). DEC recommended practices in early intervention/early education. Longmont, CO: Sopris West.
  • Sandall, S. R., Schwartz, I. S., & LaCroix, B. (2004). Interventionists’ perspectives about data collection in integrated early childhood classrooms. Journal of Early Intervention, 26, 161–174.
  • Sattler, J. M., & Hoge, R. D. (2006). Assessment of children: Behavioral, social, and clinical foundations. San Diego: Jerome M. Sattler, Publisher, Inc.
  • Scott, V. G., & Weishaar, M. K. (2003). Curriculum-based measurement for reading progress. Intervention in School and Clinic, 38, 153-159.
  • Snyder, P. A., Wixson, C. S., Talapatra, D., & Roach, A. T. (2008). Assessment in early childhood: Instruction-focused strategies to support response-to-intervention frameworks. Assessment for Effective Intervention, 34, 25– 35.
  • Stecker, P. M., & Fuchs, L. S. (2000). Effecting superior achievement using curriculum-based measurement: The importance of individual progress monitoring. Learning Disabilities Research and Practice, 15, 128–134.
  • Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795– 819.
  • Stecker, P. M., Lembke, E. S., & Foegen, A. (2008).Using progress-monitoring data to improve instructional decision making. Preventing School Failure, 52(2), 48–58.
  • Thompson, S., & Thurlow, M. (2001). State special education outcomes, 2001: A report on state activities at the beginning of a new decade (Research Report 143). Washington, DC; National Association of State Directors of Special Education.
  • Vanderheyden, A. M. (2005). Intervention-driven assessment practices in early childhood/early intervention: Measuring what is possible rather than what is present. Journal of Early Intervention, 28, 28–33.
  • Walker, D., Carta, J. J., Greenwood, C. R., & Buzhardt, J. F. (2008). The use of Individual Growth and Developmental Indicators for progress monitoring and intervention decision making in early education. Exceptionality, 16, 33–47
  • Zimmerman, B. J., & Dibenedetto, M. K. (2008).
  • Mastery learning and assessment: Implications for
  • students and teachers in an era of high-stakes
  • testing. Psychology in the Schools, 45, 206–216.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Cevriye Ergül Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2009
Yayımlandığı Sayı Yıl 2009 Cilt: 10 Sayı: 01

Kaynak Göster

APA Ergül, C. (2009). Öğretimsel Düzenlemeler Modelinin Erken Çocukluk Özel Eğitiminde Kullanılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10(01), 43-55. https://doi.org/10.1501/Ozlegt_0000000132




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