A Developmental Perspective for Special Education Monitoring and Evaluation
The federal government of the United States of America utilizes a set of over 20 metrics to monitor and evaluate special education programs for students with disabilities in states and territories. The metrics include: graduation rate, dropout rate, academic achievement, settings placement rates, and measures of racial and ethnic disproportionate representation in special education programs. Originally designed as separate accountability metrics, recent governmental and academic interests have turned to the possibility of organizing the metrics into models and schema that may be used to provide support for the training and professional development of special education teachers and administrators. The author will present a perspective for organizing these metrics based upon models of human development, and describe how a developmental perspective of special education evaluation and monitoring can support training and professional development of special education teachers and administrators. In addition, he will describe recent collaborative work with faculty at the Special Education Training Center at Hanoi National University of Education in Viet Nam, and propose possibilities for the utility of a developmental perspective of special education monitoring and evaluation systems for international development.
Keywords: Special Education, Inclusion, Disability, Human Development, International Development, Evaluation, Monitoring, United States of America, Socialist Republic of Viet Nam, Metrics
Ph.D. Student, Department of Educational Policy and Administration,