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Initial Validation of the ASCA-Informed Student Needs Assessment--High School Version

Peer reviewed

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Boulden, Rawn A. – Professional School Counseling, 2022

This study aimed to develop and validate the ASCA-Informed Student Needs Assessment--High School Version, an ASCA-informed and practitioner-friendly instrument that high school counselors can administer to students to identify pressing student needs. The results revealed a four-factor model consisting of the following dimensions: (a) school…

Descriptors: Test Validity, Student Needs, Needs Assessment, High School Students

Chinese Regular Education Teachers' Perceptions of the Holistic Development of Students with Special Educational Needs in Inclusive Schools

Peer reviewed

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Yan, Tingrui; Deng, Meng; Ma, Ying – International Journal of Inclusive Education, 2021

This study reports the development and validation of a questionnaire to assess the holistic development of students with special educational needs (SEN) as a reliable instrument for measuring their overall performance in inclusive education. The survey was administered to 981 regular education teachers in Beijing. The identified factor structure…

Descriptors: Foreign Countries, Teacher Attitudes, Test Construction, Questionnaires