Digital Commons Network^™

Determining Eligibility, Marie A. Lynch

Faculty Publications

This investigation examined the relationship between school-based evaluations and private-agency educational evaluation (IEEs) written reports regarding the identification of children with specific learning disabilities (SLD). Analyses included determining the level of agreement between evaluations, and the procedures used to evaluate the special educational needs of the students assessed. Satisfactory agreement between evaluations was found when a broader spectrum of disability categories was compared, while less agreement was indicated when identifying SLD. The private agency used almost twice as many assessment tools than school-based evaluators to determine eligibility. The need for definitive assessment criteria, and the importance of collaboration among evaluators …

Judging Competence, Marie A. Lynch, Linda Capalbo

Faculty Publications

This study analyzed written records created by college clinical supervisors, of student teaching observations carried out during the Fall 2008 and Spring 2009 semester. Observations, conducted in public schools in a Northeastern state, reflected the dual enrollment status of each student teacher; that is, each candidate was observed, multiple times, in both a general elementary or middle level classroom and in a setting focused on students with special educational needs. The purposes of the analysis were to 1) examine the language used by the observer that both describes and evaluates the student teacher_s performance, particularly as it differentiates levels of …

I>Clicker Teaching Tips, Marie A. Lynch

Faculty Publications

Classroom response systems (_clickers_) can increase the learning, engagement, and participation of students with special needs in an inclusion setting. There are clear benefits as well as challenges and solutions when using clickers effectively in an inclusion classroom. Like all technology, CRS are not a magic bullet for special needs students. Teachers need to think carefully about how to implement a classroom response system in the classroom including setting sustainable ground rules and considering question content and format that are appropriate for students with special needs.

Although students may experience different degrees of low-incidence (e.g., Autism, cognitive, hearing or visual …