EVALUATION PROPOSAL:                                 Submitted by:
                                                                                  Pat Baldauf
"Impact of Project Work                                         of the Glasser Institute
on Students with Disabilities"                               and St. Rose College
 
 

EVALUATOR PROJECTION 2000-2001 OF IMPACT OF GENERAL AND
SPECIAL EDUCATION TEACHER COLLABORATIVE PLANNING AND
STRATEGIES ON ACHIEVEMENT PERFORMANCE OF STUDENTS WITH
DISABILITIES PARTICIPATING IN A GENERAL CLASSROOM
 

The focus of the Project Evaluator reports for 1998-2000 targeting the impact of general and special education teacher collaboration on the classroom participation and achievement performance of participating students with disabilities has been through survey feedback from administrators, general special education teachers, parents and students.
The goals of these surveys and feedback information was to determine:

*Degree of staff involvement in collaborative planning (scheduled time allotted, administrative participation, etc.)
*The frequency of implementation of Project Based Learning as a learning strategy
*The degree of awareness of parents of students with disabilities concerning student attitudes and participation in classroom activities as well as their own parental involvement with the teachers and classroom projects
*The academic and behavioral "comfort level" of the students with disabilities participating in the general classroom
*The link between the collaborative classroom strategies and individual students with disability performances on the N.Y. State standardized tests, where information was available. There may be an additional link between the type of identified disability and student performance and ability to progress.
Summary of Data and Feedback to Date
*Using educational quality indicators (Glasser), showed a strong link between collaborative practices and student motivation as well as academic performance and progress of students with disabilities in a general classroom.
*Daily as well as ongoing change and adjustments in collaborative planning among general and special education teachers results in optimum teaching and learning for the students with disabilities in a general classroom (i.e. inclusion process of Black River School in Carthage, NY)
*Project Based Learning is one of the effective strategies implemented, which gives students with disabilities opportunities for involvement and success in the general classroom.
*The survey information and data feedback is available upon request from Pat Baldauf, Project Evaluator
 

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