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Evaluating Inclusive Educational Practices for Students With Severe Disabilities Using the Program Quality Measurement ToolUniversity of Illinois at Chicago
University of Wisconsin-Madison
University of New Mexico
Vanderbilt University
Vanderbilt University, craig.kennedy{at}vanderbilt.edu Recent legislative and school reform efforts require schools to evaluate and improve educational practices for students with severe disabilities. The authors developed the Program Quality Measurement Tool (PQMT) to enable administrators and educators to evaluate the educational programming provided to students with severe disabilities against best practice indicators, identify programmatic strengths and needs, and assess improvements in educational service delivery over time. The PQMT incorporates a multimethod approach to assessing inclusive practices for students with severe disabilities at the levels of the local education agency, school building, and student. The results indicate acceptable levels of interobserver agreement, test-retest reliability, internal consistency, congruent validity, and discriminative validity for the PQMT.
Key Words: teaching methods for severe/profound disabilities • accountability for severe disabilities • instruction • assessment • policy and law
This version was published on February
1, 2009 The Journal of Special Education, Vol. 42, No. 4,
195-208 (2009) |
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