A Full Evaluation Study of the Oregon Supported Education Plan and Its Impact upon Student Outcomes. Final Report.

Autor/inn/en	Arick, Joel; und weitere
Institution	Portland State Univ., OR. School of Education.
Titel	A Full Evaluation Study of the Oregon Supported Education Plan and Its Impact upon Student Outcomes. Final Report.
Quelle	(1997), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Educational Innovation; Elementary Secondary Education; Evaluation Methods; Inclusive Schools; Individualized Education Programs; Mainstreaming; Outcomes of Education; Performance Based Assessment; Regular and Special Education Relationship; State Surveys; Student Evaluation; Teacher Collaboration; Oregon + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Instructional innovation; Bildungsinnovation; Inclusive school; Integrative Schule; Individualized education program; Individualisierendes Lernen; Lernleistung; Schulerfolg; Leistungsermittlung; Schulnote; Studentische Bewertung; Lehrerkooperation
Abstract	A 2-year study of 18 schools across Oregon was conducted to provide descriptive information about the effects of supported education on students with and without Individualized Education Plans (IEPs). Regular classroom teachers and their supporting special education staff volunteered to teach and score performance tasks in their supported education classes. A total of 103 regular and special education teachers were involved and the study collected portfolios with student performance information for 275 students with IEPs and 296 students without IEPs. Results of the study found: (1) the students with IEPs scored higher on performance assessment tasks than on transitional standardized assessments; (2) in several content areas, performance scores of high school students with IEPs were significantly higher than elementary school students with IEPs, while the performance scores of students without IEPs remained constant; (3) the students with IEPs scored lower than students without IEPs on performance tasks; and (4) performances tasks were an effective method for increasing collaboration between special education and regular education and for providing needed feedback to students with special needs about their performance in the regular class. Recommendations are provided for using performance assessment tasks in supported education classrooms. (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC