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The purpose of this study was to investigate the ways which educational evaluation was implemented in early childhood special education programs. Six teachers from early childhood special education pr...
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The purpose of this study was to investigate the ways which educational evaluation was implemented in early childhood special education programs. Six teachers from early childhood special education programs were interviewed and relevant documents were collected.
The findings of this study were as below: First, as for the purpose and content of evaluation, the teachers who participated were found to only be aware that educational evaluation was geared toward collecting information about children and choosing appropriate educational programs. Few considered it necessary to assess family services or the educational program itself.
Second, it was found that an accurate and workable evaluation plan is required to be established in the beginning of every year to increase its adequacy and efficiency.
Third, it was found that the type and frequency of evaluation differed. There were no specific criteria for evaluations. and they were fulfilled only in some fixed ways. The evaluation methods and instruments should be diversified and suitable for young children.
Fourth. regarding evaluation procedure and feedback, it was found that the teachers rarely consulted with other professionals or parents, even when they saw a need to do so.
Fifth, it was found that the number of teaching personnel should be increased to reduce the teacher to child ratios to ensure more successful individualized education and evaluation.
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Abstract