Suggested Evaluation Model Re:ECS Program for Children with Severe Disabilities
Some key factors make this program more suitable to some evaluation models than others:
1. The program is customized and in a sense, new every time in regards to goals and objectives. Specific goals-based evaluation would be on a case-by-case basis. However, the general process could be examined and compared (timelines, reasons for adapting goals and/or barriers to achieving goals).
2. The unique and individualized nature of the content (individual children’s needs direct the choice of activities) make it challenging to attempt generalized comparisons.
3. The variation in program contexts: centre-based and in-home and possibly a combination of both add to the difficulty of using a broad brush to paint the overall program results.
4. The various and changing stakeholders (children, parents, teachers, and/or teacher assistants, speech/language pathologist, and funder: Alberta Education) make systematic comparisons difficult at best.
Depending on resources available (time and money), I’d approach the evaluation using parts of Provus’ Discrepancy Model (DIPPS) to compare and contrast the two contexts of home (one-to-one) and classroom (group). Since Design content is specific and Installation appears established with the criteria regulated quite firmly, I’d focus on the Process, Product and Cost-benefit analysis.
Some Possible Methods to collect data: observation and program visits, interviews with staff and parents, case studies involving in-home and center-based program participants (as feasible and appropriate), key stakeholder surveys (pre- and post- program), participant assessment results (pre and post program), a cost-benefit analysis to include a review documentation to assess budget, other similar existing programs, and program schedules.
I would classify this as a participatory or collaborative approach, with all stakeholders contributing advice, expertise, and rich perspectives in order to best serve the needs of the children who benefit from this program.
Resource: Medicine Hat Catholic Separate Regional Division No. 20, Student Services. 2009.
Student Services Program Description, ECS Programming for Children with Severe Disabilities. www.mhcbe.ab.ca
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Succinct and to the point. Your initial comments on this type of program are profound. Often we take for granted that a program is all encompassing and designed for everyone. However, you clearly identify the uniqueness of the program for all involved and how one person's experience will not mirror that of another. The Provus model certainly applies in this case. I am pleased to see that you are thinking about the logistics of the actual evaluation not just about the model. Engaging the stakeholders is very important and can often make or break your evaluation.
ReplyDeleteGreat work.