ERIC Number: ED223207
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
Evaluation: Boundary Identification in the Non-Linear Special Education System.
Yacobacci, Patricia M.
The evaluation process within special education, as in general education, most often becomes one of data collection consisting of formal and informal tests given by the school psychologist and the classroom instructor. Influences of the complex environment on the educational process are often ignored. Evaluation factors include mainstreaming, instructors, materials, curricula concerns, and common needs. A model for organizing and managing educational data is needed which will go beyond the clinical perspective into an overview and boundary identification of the variables and their interactions within the educational environment. A systems theory approach can be used to identify these variables to determine the boundaries that define the system. Formal approaches to system boundary identification in special education have been studied by Clark and Yacobacci (1978), based on Forrester's DYNAMO technique. Their model focused on determination of critical elements providing academic success and social information for mainstreamed hearing-impaired students. The classroom instructor does not have the time or facilities to pursue systems thinking and boundary identification so rigorously. However, the concept of systems thinking and design for special education evaluation procedures is supported. A focus away from the strict clinical model of evaluation is needed. An eight-item bibliography is included. (Author/LMM)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: AECT Research and Theory Division Meeting; Variables
Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Research and Theory Division (Dallas, TX, May 1982). For other papers, see IR 010 442-487.