Title: Using the Classroom Observation Instrument for Educational Environments Serving Students with Deaf-Blindness in Order to Assist Low Incidence Classrooms
1Using the Classroom Observation Instrument for
Educational Environments Serving Students with
Deaf-Blindness in Order to Assist Low Incidence
Classrooms
- Ella Taylor, Kat Stremel, Nancy Steele
- National Technical Assistance Consortium for
Children and Youth who are Deaf-Blind (NTAC) - Teaching Research Institute
- Western Oregon University
2Setting the Stage Need
- Too many children with deaf-blindness and other
complex impairments are often placed in
classrooms that demonstrate a collaborative
process of day care - Lack of a comprehensive framework that outlined
critical quality services and effective practices
in a user-friendly format - Lack of tools to identify Model Classrooms for
Technical Assistance
3Uses for Instrument
- Determination of a potential Model Classroom
- Determination of potential Practicum sites for
Personnel Preparation projects - Determination of additional Technical Assistance
needs to bring a classroom to model status - Determination of additional TA needs
4Alignment with Standards
- Review of CECs Knowledge and Skill Base for All
Beginning Special Education Teachers of Students
in - Individualized General Curriculums
- Individualized Independence Curriculums
- Review of Competencies for Teachers of Learners
who are Deaf-Blind - Review of the Rhode Island Services to Students
with Dual Sensory Impairments Instrument
5Alignment Interview
Deaf-Blind Individualized General Curriculum Individualized Independence Curriculum
Deaf-Blindness Foundations Foundations
Personal Identity, Relationships Self-Esteem (PIRSE) Developmental Characteristics Developmental Characteristics
Hearing-Vision Individual Learning Differences Individual Learning Differences
Environment Materials Instructional Planning Instructional Planning
Professional Ethical Practice Professional Ethical Practice
6Alignment Observation
Instrument Deaf-Blind CEC IGC, IIC
Curriculum Concept Development Communication O M Instructional Strategies (IS), Learning Environments (LE) Social Interactions (SI), Instructional Planning (IP), Collaboration
Data-based Assessment Communication Embedded throughout IS, LE SI, IP, Assessment
Preservation of Dignity PIRSE LE SI, Collaboration
Communication PIRSE, Concept Develop-ment, Communication, Environment Materials Individual Learning Differences, IS, LE SI, Communication
Social PIRSE LE SI
Assistive Technology Comm., H-V, O M, Environment Materials IS, LE SI, Comm., Collaboration
7Design Phase
- Items adapted from the three reviewed documents
- Focus groups
- Stakeholders rank order items
- Parents provide input on relative importance of
items/sections - Teachers provide input on format
- Field testing across multiple classrooms
8Re-design
- Identified the most critical elements that could
be observed - Curriculum
- Data-based assessment
- Preservation of dignity
- Communication
- Social
- Assistive Technology
- Development of teacher interview section
- Refinement of the rubric
- Achieved, Nearly achieved, Making progress,
Non-existent, Not applicable
9Research Phase 2
- Field testing of the instrument in classroom
observation with interviews - Interview provides the context for the
observation - Interview helps focus everyone
- Rubric options are more discriminating
- Protocol is understandable
10Outside Consultant Review
- The instrument has value for students beyond a
strict eligibility of deaf-blind. Students who
have multiple disabilities and are severely
sensory impaired would benefit from this
observational overview. All reviewers urged a
broader marketing and I suggest that you
disseminate to programs that serve more than
students who are deaf-blind.
11Validation Phase
- Content validity -- achieved
- Construct validity
- Concurrent validity
- Identify exemplary classrooms and determine if
the observation instrument aligns with the
characteristics within the classroom - Reliability
12Identification of Classrooms
- Requested nominations from directors of state
deaf-blind projects - From the nominations, eight classrooms were
selected - Seven interviews and observations were conducted
(one dropped out)
13Findings
- Teacher interview is critical
- Review of IEP by observer is not critical
- Clear alignment in
- Curriculum
- Preservation of Dignity
- Communication
- Social
- Assistive Technology
- Not so clear alignment in
- Data-based assessment
14Validation Phase
- Content validity -- achieved
- Construct validity -- achieved
- Concurrent validity
- Reliability
- Inter-rater reliability of 0.95
15Review of the Instrument
- Teacher Interview
- Context of the classroom ( of students, or
assistants, type of classroom, information about
students) - Teachers main goals for student(s)
- Family involvement
- Family communication about students needs
16Review of the Instrument
- Students areas of strengths and weaknesses
- How these are used in planning for instruction?
- Inclusion in general education curriculum
- Interaction with peers
17Review of the Instrument
- IEP Review (usually conducted through teacher
interview) - IEP goals
- Educational assessments (cognitive, adaptive,
sensory and motor) - How used for planning instruction?
- Students vision and hearing
- Curricular and instructional modifications for
functional vision and hearing
18Curriculum
- 8 items
- Daily schedule
- Engagement in learning
- Varied activities
- O M
- Classroom management
- IEP goals addressed
- Varied participation
19Data-Based Assessment
- 2 items
- Students instructional program demonstrates
ongoing use of a data system that measures
student progress on IEP objectives. Data are
collected on a regular and consistent basis. - Data are reviewed frequently to make programmatic
and instructional changes to meet the students
needs.
20Preservation of Dignity
- 4 items
- Age-appropriate and respectful
- Care-giving and personal mgmt routines
- Self-determination and choice making
- Frequent opportunities for engagement
21Communication
- 8 items
- Receptive communication cues
- Receptive communication
- Access to communication
- Communication functions
- Expressive communication
- Response time
- Behavior
- Communication partners
22Social
- 3 items
- Social skills
- General education curriculum
- Peer interaction
23Assistive Technology
- Description of AT available and AT used
- AT used for vision, hearing, communication,
behavior, daily life skills - AT aligns with students IEP
- AT incorporated into students educational
program as appropriate
24Overall Impressions
- What were areas of strength within this
classroom? - What areas need improvement within this
classroom? - What were your overall impressions of this
classroom for serving the needs of students who
are deaf-blind?
25Scoring
- Each section is equally weighted
- Item score is based on rubric scale
- Section score is total points for section divided
by total items - Do not count items with non-applicable
26Case study
- South Carolina
- Staff had varying levels of expertise in
deaf-blindness (TVI, THI, SLP, O M, EI) - Needed a simple tool for identification of TA
needs within a variety of classrooms - Needed clear and concise way to provide
recommendations to classroom teachers - Classroom teachers needed to know what the
targets were - Implemented for one year with success
27Next Steps
- Potential revision for transition age and early
childhood - Volunteers for field testing transition
- Volunteers for field testing early childhood
(home-based) - Volunteers for field testing early childhood
(educational setting) - Using COI to collect data about classrooms
serving students with deafblindness