Education Program Goals Research Articles

Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature

In this article, we provide a summary of a literature review conducted to determine how the published literature, including research articles, conceptual articles, and chapters, (a) describes access to the state-adopted grade-level standards in general education classes for students with extensive support needs (ESN) and (b) discusses recommended processes for determining meaningful access to the state-adopted grade-level standards in general education classes for students with ESN. We reviewed a total of 554 pieces of published literature considered for inclusion in our summary. Based on our inclusion and exclusion criteria, we included 32 articles and chapters in the final analysis. The review yielded important information related to six themes, including (a) the language used to describe students with ESN; (b) the varying understandings, or perceptions, of what access to the state-adopted grade-level standards means; (c) the recommended steps in the processes that teams might use to provide access to the state-adopted grade-level standards, and the alignment between standards and Individualized Education Program goals; (d) the short- and long-term outcomes of access to and inclusion in the general education curriculum; (e) who is involved; and (f) the ways in which progress monitoring and assessment were implemented. We conclude with our recommendations for future research.

Recognizing and Resisting Ableist Language in Schools: Suggestions for School-Based Speech-Language Pathologists and Related Professionals.

The language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the ableist ideologies that such language reveals, and develop strategies to implement ways of communicating with and about disabled students that align with an anti-ableist stance. We offer a brief description of ableism in schools, describe models of disability and their varying alignments toward ableist ideologies, and identify ways in which language can reflect and perpetuate ableism. Using Individualized Education Program goals as an example, we examine the ways in which ableist language can manifest in school practices. Finally, we provide suggestions to guide SLPs and other school professionals to examine and change their language to better align with an anti-ableist stance. School professionals' language use is not neutral and may reveal and maintain ableist assumptions about disability and disabled students. While dismantling ableism requires systemic change, we suggest that individual professionals can use language in ways that resist ableism and powerfully impact their students' educational experiences.

THEORETICAL ANALYSIS OF THE CONCEPT OF «KEY COMPETENCIES OF FUTURE SPECIALISTS»

The study conducts a systematic theoretical analysis of the concept of «key competencies of future specialists» in line with the ideas and provisions of modern foreign and domestic regulatory documents, scientific positions of leading scientists in the subject area, and methodological materials of practicing teachers. The purpose of the article is to identify the theoretical foundations of the interpretation of the concept of «key competencies of future specialists» in the educational and professional contexts of training in institutions of pre-university and higher education by means of generalization, comparison and synthesis of leading scientific positions. The article analyzes the interrelationships and dependencies of the concepts of «competence approach», «competence», «key competence»; the scientific approaches of domestic and foreign scientists to the systematic classification of groups of personal competencies (key – over subject, inter-subject; subject – acquired in the course of studying a particular discipline). The conclusions are drawn that competencies are a dynamic combination of knowledge, understanding, skills, abilities and abilities. The development of competencies is the goal of educational programs. Competencies are formed in different academic disciplines and assessed at different stages. Scientists argue that the competency-based approach, along with specific knowledge and skills, includes abilities, readiness to learn, readiness for professional activity, social skills, etc.; all these qualities are formed in the process of professional training. Modern employers are increasingly prioritizing the requirements for graduates of higher and higher education institutions to have systemic, intellectual, and communication skills, the ability to self-organize and organize the activities of employees, and the ability to reflect on their own activities, so society's requirements for the educational activities of vocational schools are constantly growing. The main features of the key competencies of future specialists are: multifunctionality (allowing to solve various problems of everyday professional or social life); supersubjectivity and interdisciplinarity (can be applied not only in the process of education, but also at work, in the family, in the political sphere); multidimensionality (including thought processes, intellectual skills, creative discoveries); determining the need for intellectual development of the individual (abstract thinking, critical thinking, self-reflection, recognition of one's own position).

USING INFOGRAPHICS IN ORGANIZING ACTIVITIES TO EXPLORE STONE CARVING (NON NUOC STONE VILLAGE) TO DEVELOP QUALITIES IN ELEMENTARY STUDENTS

A new point in the 2018 General Education Program focuses on integrating national cultural education content into Social Science subjects and experiential activities. Using Infographics in teaching is significant in guiding students to self-study and develop necessary competencies. The article presents the teaching process using an infographic with the content of Stone Carving Craft (Non Nuoc Stone Village) in Experiential Activity 4 to develop students' qualities and meet the educational goals of the General Educational Program 2018. Research using pedagogical experimental methods on 02 classes and assess the difference between the ability groups of the two experimental classes using Independent Samples T-test through the ratio (%) groups of students achieved the corresponding quality components in each class. The results show that organizing the Stone Carving Activity (Non Nuoc Stone Village) through an infographic helps students develop qualities aligned with the 2018 General Education Program goals. Keywords: Cultural value; experience activities; infographic; grade 4; primary.

Early Adopters: Navigating AI Integration in Special Education Teacher Preparation

Exploring the role of artificial intelligence (AI) in education is important as it challenges traditional teaching practices and shapes how educators may approach them in the future. In this article, we document the transformative integration of AI in special education teacher preparation, highlighting how we, as early adopter professors, attempted to navigate this journey, offering practical applications for AI use. Practical applications of generative AI tools include aligning course objectives, developing modules, and creating assignments and assessment measures. Additionally, we describe innovative uses for AI, such as incorporating chatbots in teacher preparation courses, navigating curriculum development, generating case studies, and aligning individualized education program (IEP) goals with curricular standards. We also explore how AI can be employed as a reflective coaching tool for teaching practice. Ethical considerations are emphasized, focusing on transparent communication about AI use and documenting the learning process to humanize assessment experiences and mitigate potential risks.

Impact of Educational Placement on the Goal Attainment Outcomes of K-6 Students With Complex Needs Across Academic and Social-Behavioral-Communication Domains.

Students with complex support needs have intense and frequent support needs for learning and participating across multiple domains. Addressing those needs in a comprehensive manner is the purpose of special education, which is accomplished through instructional and Individualized Education Program (IEP) goals. Yet simply setting goals is insufficient; to facilitate positive student outcomes, there is an inherent expectation that students will meet those goals to achieve their potential. Understanding factors that impact variability in goal attainment is essential to this purpose. This includes the extent to which variability in goal attainment is explained by factors varying within students (e.g., goal domains being targeted) or by factors varying between students (e.g., education placement, overall intensity of student support needs). Using Bayesian multi-level modeling analysis to examine the instructional goals of 53 elementary students with complex support needs, we found that 75% of variability in goal attainment exists within student's goals. However, 25% of variability is explained by factors that vary across students-in this case, educational placement and overall intensity of support needs. We conclude with recommendations for research and practice aimed at enhancing goal attainment for students with complex support needs.

The Role of Consumerism in Pharmacy Education

The notion of consumerism and that students are customers of pharmacy colleges was explored by proponents and opponents of the idea. First, a working definition of a “customer” in pharmacy education is pondered with respect to the roles and responsibilities of students and schools/colleges of pharmacy. Second, the pros and cons of “student-centered” education are considered in the light of students and their families being consumers of the educational experience. Third, the duality of student-centered education is discussed including student engagement/disengagement in their learning, professional/unprofessional behaviors, and shared/individual responsibilities. Lastly, learning and teaching environment dynamics are discerned when higher education becomes more student-centric and how that may affect the overall outcome of the student and the goals of pharmacy educational programs.

Method for Evaluating the Effectiveness of Physical Education Classes Utilizing offline and Online Mobile Edge Computing

Convergence is occurring between the two fast-evolving domains of computing at the edge and artificial intelligence. The synergy between these two technologies seems like it may lead to even better results. In physical education (PE), neither students nor instructors are tied to a single place, and neither the curriculum nor the classes repeat themselves. That's why it's hard for conventional colleges to evaluate their PE courses accurately. This article uses an optimization model created for edge computing to improve the conventional way of assessing the efficacy of PE programs utilized by most schools. The goal of physical education programs in traditional schools is to improve students' overall health and well-being. Consequently, the ratio of final exam scores is given less weight in this teacher evaluation model than the proportion of students who fulfill the requirements for a physical fitness assessment. The study aimed to develop measures for evaluating the efficacy of kinesiology programs in two-year institutions. This approach enables continuous self-assessment of learning and provides immediate responses to teacher effectiveness. One method that might be utilized to fine-tune the setup is edge computing. Based on the findings of the experiments conducted, it seems that the PES designed for this research has the potential to gather student feedback and enhance the scholarly character of PE teaching objectives. The PES for use in inclusive universities presented in this study is a prime example of this. The edge-computation optimization strategy created for this architecture has the ability to decrease the network's transference amount of the total system by 20 percent while simultaneously improving efficiency by 15%.

Technologies for Designing Professional Educational Training Programs for the Digital Economy

In this article, the authors consider the issues of training qualified personnel for the digital economy at the present stage of higher education development. The article describes the relationship between the emergence of new technologies and high-tech industries and the emergence of new directions and specialties in the field of higher education, requiring students to master new competencies. The concept of "competence" and the problems of implementing the competence approach in the system of higher professional education are investigated. The main definitions and principles of the competence approach to the design of educational outcomes in higher education are outlined. The analysis of published studies and presented software products devoted to the design of curricula is given. An important analytical conclusion is that one of the important points in the development of educational programs is to focus on the needs of production in young professionals with a certain set of competencies, but now most programs of higher and secondary vocational education do not have time to take into account the latest achievements in the technological and industrial spheres. The development of students’ competencies is the goal of educational programs, therefore they should be structured in such a way as to ensure the consistent and systematic development of the necessary skills and knowledge. The authors note that the competence approach in higher professional education is implemented in the form of an approximate basic educational program that forms a model of a specialist whose competencies must meet production standards to perform specific labor functions. The article sets the task to form a set of disciplines that is optimal in terms of labor intensity and levels of competence formation, allowing the most effective implementation of the competencies of a student in the bachelor’s degree direction, taking into account the level of formation and limitations of the curriculum set by the employer. The mathematical model of solving the problem and the technology of designing the optimal competence model of the graduate, taking into account the requirements of the employer, are presented.

Exploring Speech-Language Pathologists' Perception of and Individualized Education Program Goals for Vocabulary Intervention With School-Age Children With Language Disorders.

Among the varied roles and responsibilities of school-based speech-language pathologists (SLPs) are the planning and delivery of effective vocabulary intervention for students with language disorders. Despite the abundant literature regarding effective vocabulary intervention, practice patterns indicate that the research has not yet translated to practice. The purpose of this study was to examine SLPs' beliefs and expectations regarding vocabulary instruction and the content of Individualized Education Program (IEP) goals to better inform continuing education and research programs to generate lasting effects on SLP practices. We queried a national sample of school-based SLPs via an online survey regarding their perspectives on robust vocabulary instruction, vocabulary intervention practices, and IEP goal development targeting vocabulary skills for school-age children with language disorders. There was consistency across the sample for SLPs' beliefs about the importance and impact of robust vocabulary instruction. However, they reflected varied expectations about the vocabulary intervention they provide. Qualitative analysis of IEP goals for vocabulary reveals the range and frequency of strategies and intervention targets as an artifact of implementation of robust vocabulary instruction. School-based SLPs believe that vocabulary is important and have a strong understanding of the impact robust vocabulary instruction can have on reading and writing outcomes. SLPs in this sample had varying expectations regarding the way their instruction is implemented and generalized. Implications and limitations of these results are discussed. https://doi.org/10.23641/asha.25077992.

Design-Based Learning for Elementary School Classrooms

Vietnam's general education is in the process of transforming its educational program goals, in which creativity, collaboration and communication abilities are the core competencies that need to be developed at all levels [1]. There have been quite a few studies on innovating teaching methods in the direction of developing learner capacity. Studies show that important skills include critical thinking, creativity, collaboration and Communication... needs to be trained for children right from elementary school. Statistics of research results abroad over many decades show that design-based learning (DBL) can form and develop these (Kolodner, J, 2003). This study introduces design-based learning as a pedagogical approach to support children with learning differences. Experimental teaching is the result of collaborative research on design-based learning over a 3-week period, with more than 100 4th grade students at FPT Cau Giay Primary School Hanoi - Vietnam. Experimental results are part of this study.

Using picture channel in textbooks to teach Vietnamese history

The goal of Vietnam's current general education program is to help student’s Comprehensive development of morality, intelligence, physical strength, aesthetics and basic skills, developing personal capacity, dynamism, creativity, forming the personality of socialist Vietnamese people... History as a science subject plays an important role in shaping the personality, ideology and spirit of each person, making an important contribution to realizing the goal of training the young generation. Research article image channel in current Vietnamese history textbooks.

Perspectives on Practice: Student-Driven Individualized Education Program Practice: Collaborating with Young Students as Literacy Learning Agents

Providing student-facing templates, this article offers protocols for teachers to engage students with their Individualized Education Program goals during literacy lessons.

Maximizing Student Outcomes in Schools: Data-Driven Individualized Education Program Goals and Objectives Aligned to the Standards.

Federal and state laws require schools to be accountable for student performance on measures of academic achievement in literacy, mathematics, and science skills; monitor high school graduation rates; and track student growth and academic progression throughout the grade levels. Success on these measures gives students pathways to postsecondary options in the workforce, technical education, or college/university education. Speech-language pathologists (SLPs) can utilize existing data sources in the school in conjunction with their knowledge of diagnostics and treatment of cognition, language, and culture to maximize student outcomes beyond the therapy room and in the curriculum standards. This clinical focus article will review methods of data collection from existing sources in the students' grade level and academic content curriculum. Utilization of information and input from parents, teachers, paraprofessionals, and others who support the student's academic endeavors will be discussed for Individualized Education Program Present Levels of Academic Achievement and Functional Performance and goal development. Procedures for the SLP to collect independent data aligned to standards-based curriculum will be explored. Consideration will be given for utilizing data to develop future goals and objectives. The benefits of data collection for monitoring student progress and success in the grade-level or alternate standards will be highlighted through case examples. Techniques for classroom-based services, model lessons, coaching, and co-teaching will be presented. SLPs are recognized as specialized instructional support personnel who have unique knowledge and expertise for diagnosing and treating speech/language impairments (S/LI) disabilities. By understanding how they can use existing data and apply it to developing intervention plans, SLPs can ensure students with S/LI disabilities experience the maximum potential for outcomes in academic and functional success. Data-driven tools and methods aligned to the grade-level standards and curriculum are one of the most powerful tools in an SLP's toolbox. https://doi.org/10.23641/asha.24869592.

Perceptions of B.Ed Faculty Members on the Course 'Understanding the Disciplines and Academic Subjects' Offered in Tamil Nadu Teachers Education University

The main goal of teacher education programs, like the Bachelor of Education (B.Ed.), is to develop a deep understanding of different disciplines and academic subjects. To become effective teachers, a broad knowledge of various academic disciplines and subjects is crucial for students pursuing a Bachelor of Education (B.Ed) degree. The course 'Understanding the Disciplines and Academic Subjects' is primarily offered in the B.Ed program for this purpose. This study examines faculty members' perceptions of a specific course and their challenges when teaching sub-topics. Research Question: What is the perception of B.Ed faculty members at Tamil Nadu Teachers Education University regarding the course 'Understanding Disciplines and School Subjects' in the B.Ed programme? What are the perceptions of B.Ed faculty members at Tamil Nadu Teachers Education University regarding the sub-topics of the course 'Understanding Disciplines and School Subjects' in the B.Ed programme? Research objectives: This study aims to investigate the perceptions of B.Ed faculty members regarding the course "Understanding Disciplines and School Subjects" in the B.Ed program at Tamil Nadu Teachers Education University. The study population consisted of Tamil Nadu Teachers Education University faculty members who taught in the Cuddalore district of Tamil Nadu in 2023. In the Cuddalore district of Tamilnadu, 30 colleges offer B.Ed programmes. These colleges employ approximately 420 faculty members. Study Sample: The researchers chose 42 faculty members who were teaching B.Ed. at Tamil Nadu Teachers Education University in the Cuddalore district of Tamil Nadu in 2023. The study employed cluster sampling as the sampling technique. A random sample of five out of thirty colleges was chosen, and all faculty members teaching in these colleges were included in the investigation. Hypothesis: The perceptions of B.Ed. faculty members regarding the importance of learning the subject 'Understanding Disciplines and School Subjects' exhibit a slight difference. The study's findings will assist educators in developing pedagogical strategies and adapting the teaching-learning process to enhance course comprehension.

Chatting with GPT: Enhancing Individualized Education Program Goal Development for Novice Special Education Teachers

Novice special education teachers often face challenges in developing high-quality Individualized Education Program (IEP) goals for children with autism. The use of artificial intelligence (AI) tools, such as ChatGPT, has shown potential in supporting teachers in IEP development. This study aimed to investigate the impact of ChatGPT on the quality, content, and time spent on IEP goal development for novice special education teachers. Moreover, impact of previous training on IEP and goal development was examined. 22 novice special education teachers were randomly assigned to either the ChatGPT group or the control group. Participants developed IEP goals for five children with autism, and the quality of the goals was assessed using the Revised IEP/IFSP Goals and Objective Rating Instrument. The use of ChatGPT significantly improved the quality of IEP goals developed by novice special education teachers, regardless of previous training status. Moreover, novice teachers who used ChatGPT spent significantly less time developing IEP goals compared to those who did not use ChatGPT. Furthermore, the IEP goals developed by the ChatGPT group were more comprehensive, addressing specific strengths and needs of children with autism, in comparison to the goals developed by the control group. The findings suggest that the use of ChatGPT can be a valuable tool in supporting novice special education teachers in developing high-quality IEP goals efficiently. The study highlights the importance of providing training on IEP development and the potential benefits of AI tools in general and special education practice.

Making Every Minute Count: Identifying Instructional Opportunities for IEP Goals During Community-Based Work Experiences

Transition-age students with extensive support needs often participate in community-based work experiences (CBWEs) in preparation for competitive, integrated employment. CBWEs help students gain exposure to different careers, acquire employment skills, and generalize skills learned at school to community settings. Despite their benefits, CBWEs have been known to create scheduling conflicts and decrease school-based instructional time for special educators who must address student goals in academic and functional skill areas. Identifying authentic opportunities to address Individualized Education Program (IEP) goals during students’ CBWEs is one solution that can assist special educators who are faced with such challenges. An existing tool, commonly known as an IEP Matrix, may be particularly useful in helping teachers navigate this process. In this article, we describe how to develop an IEP matrix and assess the feasibility of instruction on IEP goals within CBWEs. We also provide recommendations to consider when identifying and evaluating instructional opportunities.

Digital learning solutions for improving adults’ basic skills

ABSTRACT One of the primary goals of adult basic education programs is to help individuals develop the reading, writing, and math skills necessary to access stable employment opportunities. In the US, this need has been largely overlooked by the burgeoning educational technology sector. To understand how learning technologies might support these learners and what challenges program providers might face as they implement technology platforms, we conducted a study of 5 learning technology products across 11 states in the US. The study involved the participation of 14 program sites, 105 instructors, and 1596 adult learners. We documented the intended use of each product, ensured that educators got the appropriate training on the products, and collected pre- and post-scores on literacy and numeracy assessments. Overall, the effects on learning estimated for math were slightly larger than for reading. Moderate to large statistically reliable positive impacts were found for one product within one program site, and a moderate to large statistically significant negative effect was found for another product also within a single site. We offer recommendations for future research on the use of technology to support teaching and learning in this important area of education.

Congruency of the Goals and Objectives of a Graduate Program in Physical Education: An Assessment of Stakeholders Thru Importance-Performance Analysis Framework

Purpose: This study assessed the congruency of a graduate physical education program's goals and objectives using the Importance-Performance Analysis (IPA) framework. The research aimed to identify strengths, weaknesses, and opportunities for improvement, ultimately enhancing curriculum and bridging the gap between academia and the physical education and sports industry. Materials and Methods: a cross-sectional survey was conducted, utilizing a structured questionnaire distributed to 135 participants classified as internal and external stakeholders selected via purposive convenience sampling. The questionnaire was administered via Google Forms. The questionnaire consisted of items related to stakeholders' demographic profile, awareness, acceptability, and perceived levels of importance and performance of the goals and objectives of the program. Data analysis involved descriptive statistics, IPA, and Independent Samples T-test to determine varying perceptions among stakeholders. Results: The findings indicated a substantial degree of awareness and acceptability of the program's goals and objectives among stakeholders. The study also revealed a strong alignment between the program objectives, graduate school objectives, and the university's vision and mission. However, certain discrepancies emerged concerning stakeholders' acceptability levels for specific objectives. With regard to the importance-performance analysis, the results highlighted the need for the organization to enhance its performance in producing graduates possessing advanced disciplinary content knowledge. Graduates should be equipped to examine and appreciate both traditional and contemporary theories, concepts, and models within their respective disciplines. Conclusion: The study concludes that stakeholders have high awareness and acceptability of the preambular provisions of the university and the MPE program, but external stakeholders have lower awareness and acceptability. The congruency between program objectives and graduate school objectives, as well as the alignment between the university vision and graduate school vision and mission, suggests a well-designed and implemented program. Meanwhile, the importance-performance analysis highlights areas to improve, such as advanced disciplinary content, effective communication, and critical thinking and research skills. Enhancing communication and engagement strategies, monitoring alignment with stakeholder needs, and reassessing the importance of certain goals can improve the program's alignment with broader institutional goals and contribute to the university's overall success.

Contextualizing the Mathematical Knowledge for Teaching Framework for teachers of Emergent Bilinguals

We are amid a rapid demographic shift, with Emergent Bilinguals (EBs) being the fastest growing K-12 student population. This has created an ambitious goal for teacher education programs as they must prepare mathematics pre-service teachers (PSTs) to assess the needs of EBs. As a response, this study conducted a qualitative analysis of 16 PSTs to propose a contextualized version of the Mathematical Knowledge for Teaching (MKT) framework as an emerging knowledge base of teaching that can be used to further guide the planning and enactment of teacher education programs in the mathematics education of EBs, specifically.