The test has the following sections: 1) Readiness; 2) Speech; 3) Functional Word Recognition; 4) Oral Reading; 5) Reading Comprehension; 6) Word Analysis; 7) Listening; 8) Writing and Alphabetizing; 9) Numbers and Computation; and 10) Measurement. Not all parts of the test are administered to every student because the teacher/test administrator is encouraged to check off skills that she knows the student has mastered (Brigance Diagnostic Assessment of Basic Skills).
Obstacles Associated with the research
As it relates to conducting and carrying out the aforementioned research there are certain potential obstacles that exist. The first of which has to do with receiving the appropriate amount of feedback for both the general education teacher and the inclusion specialists. This may be an obstacle because both parties will be rather busy. For instance, the general education teacher still will have the responsibility of creating a lesson plan for students that have a wide range of challenges. In addition the inclusion specialists will have the responsibility of creating IEP's and providing guidance to the general education teacher. In other words the main priorities of the general education teacher and the inclusion specialist will be the students and ensuring that they are receiving what they need to succeed in an academic environment. With this being understood, there may be some problems associated with gathering information from these individuals may be difficult.
The proposed test also calls for the administering of the Brigance Diagnostic Assessment of Basic Skills. The administering of this test may be time consuming because it must be administered individually by the test administrator. In addition, Scoring is conducted using a record sheet while the test is in progress, the record sheets also serve as guides for developing future instructional goals. In addition these record sheets can be kept and updated to document the progress of students and evidence of the assessment process related to establishing an individual education plan in compliance with federal law (Brigance Diagnostic Assessment of Basic Skills). In addition there are specific scoring guidelines for the majority of items allowed because there may be a variety of appropriate answers (Brigance Diagnostic Assessment of Basic Skills). In addition this particular test is criterion- as opposed to norm-referenced, and as such claims of content validity are based on a survey of teachers and textbooks (Brigance Diagnostic Assessment of Basic Skills). In addition reliability of test results can not be made (Brigance Diagnostic Assessment of Basic Skills).
In addition to the aforementioned obstacles evaluating the progress of the students may be somewhat difficult because of the nature of some of the challenges that the students have. Although the brigance test will be used to evaluate basic skills, it may be difficult to evaluate the social benefits and/or problems associated with the social impact of inclusion which is also believed to have an impact on the academic progress that students make.
In addition, since these special education students are preschoolers they may not have ever been in any classroom. As a result it may be difficult to measure their progress or failure because it will be impossible to determine if the progress or failure is a result of the inclusion program or the students adjustment to the school environment in general. In addition, the researchers will not be able to compare the students' progress in a special education program to their progress in an inclusion program. This will be a major obstacle for this research as it relates to determining the actual success or failure of the inclusion program.
The last major obstacle of this research will be conducting follow-up with parents. There are a total of 16 sets of parents that will be participants in the study. These parents will be asked to fill out a questionnaire which will inquire about their positive and negative feelings concerning the inclusion program. In addition, the questionnaire will...
..may establish schools for the education and care of the disabled and schools for special education in a way that matches their abilities and aptitudes." This article takes us back to the idea of isolation not integration, by establishing special schools for the disabled. This is a possibility, not an obligation, in accordance with the Minister of Education's inclinations and preferences." (Fekry, Saeed, and Thabet, 2006) It is stated in
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