XIX. Pedagógiai Értékelési Konferencia - PÉK 2023

Életkorokon átívelő edukációs spektrum autizmusban

Stefanik Krisztina

MTA-ELTE Autizmus Szakmódszertani Kutatócsoport

ELTE BGGYK Atipikus Viselkedés és Kogníció Gyógypedagógiai Intézet

Az autizmus az emberi fejlődés olyan sajátos útja, amely alapvetően módosítja a kommunikációt, a társas interakciókat és a rugalmas viselkedésszervezést. Egyedi és heterogén viselkedési és képességmintázatokat hoz létre bármely intelligenciaszinten. Az autizmusspecifikus támogatásban kulcsfontosságú az edukáció minden életkorban. Az autizmushoz és az egyedi igényekhez illesztett, evidenciaalapú módszerek nem csupán az autizmussal élő gyermeket vagy felnőttet célozzák, hanem szüleit, a szakembereket és a kortársakat is. Azonban tisztában kell lennünk azzal, hogy az autizmushoz adaptált edukáció „hatalma” sajnos nem ér el mindenkit, akinek szüksége lenne rá. Ez komoly hátrányhoz, az életminőség és a pszichológiai jóllét romlásához vezet, pedig az időben megkezdett, intenzív, professzionális támogatás szignifikáns jótékony hatással van a kimenetelre. Az előadásban áttekintjük, milyen kihívásokkal szembesülnek az autizmussal élő gyermekek és felnőttek, családtagjaik és partnereik az őket körülvevő edukációs környezetekben a korai felismeréstől a felnőttkorig. A nemzetközi eredmények és az MTA-ELTE Autizmus Szakmódszertani Kutatócsoport kutatásai mentén megvizsgáljuk, hogy milyen tényezők befolyásolják az életminőséget, az edukációs szolgáltatásokhoz való hozzáférést és hogyan tehetők nyitottabbá a különbözőségek tiszteletére és autizmussal élő társaik aktív befogadására az iskolások.

Educational spectrum in autism – a lifespan perspective

Krisztina Stefanik

HAS-ELTE ’Autism in Education’ Research Group

Institute of Special Needs Education for People with Atypical Behaviour and Cognition, Eötvös Loránd University

Autism is a specific pathway of human development which deeply affects the individual’s communication and social interactions as well as the flexible organization of actions. It leads to highly individual and heterogeneous patterns of behaviours and abilities, on any level of intelligence. Education plays a crucial role in autism-specific support, at all ages. The evidence-based methods tailored to autism and to individual needs focus not only on the child or adult with autism, but also on their parents, professionals and peers. It is important to recognize that the ‘power’ of autism-adapted education does not yet reach everyone who needs it. This leads to severe disadvantages, the deterioration of quality of life and psychological wellbeing. Intensive and professional support, starting early enough, however, has significant positive effect on the outcome. In the talk, we overview the challenges faced by children and adults with autism, their family members and their partners in educational contexts, from early recognition of autism to adulthood. On the basis of the international literature and the results of the HAS-ELTE ‘Autism in Education’ Research Group, we take a closer look at what factors influence the quality of life in autism and the access to educational services; and how pupils can be made more open to the appreciation of human differences and an active inclusion of their peers with autism.

Stefanik Krisztina PhD, pszichológus, egyetemi docens az ELTE Bárczi Gusztáv Gyógypedagógiai Karán. A gyógypedagógia alapszak Autizmus Spektrum Pedagógiája Szakirányának alapítója és vezetője. Főbb kutatási területei: az autizmus evidenciaalapú szűrése, felismerése, az autizmussal élő emberek támogatásának hatékony módszertanai; prospektív kutatások a beavatkozások hatásainak feltérképezéshez. 30 éves gyakorlati tapasztalattal rendelkezik az autizmus diagnosztikájában, illetve az autizmusspecifikus támogatásban. Részt vett az Országos Autizmus Stratégia, az Egészségügyi Szakmai Kollégium autizmus spektrum zavarokra vonatkozó szakmai irányelvei, az autizmusspecifikus támogatott foglalkoztatás módszertana, valamint a Pedagógiai Szakszolgálatok munkáját segítő autizmus diagnosztikai protokoll kidolgozásában. Jelenleg asszisztív technológiai támogatások, valamint inklúziót elősegítő módszertanok fejlesztésében vesz részt az MTA ELTE Autizmus Szakmódszertani Kutatócsoport egyik vezető kutatójaként.

Krisztina Stefanik PhD is a psychologist, and an associate professor at the ELTE University Bárczi Gusztáv Faculty of Special Needs Education (Budapest, Hungary). She is the founder and leader of the ‘Education for Autism Spectrum’ specialisation in the special education BA programme of the Faculty. Her main research interests are evidence-based screening, diagnostics and support in the autism spectrum, and prospective investigations on the efficacy of support methods. She has 30 years of clinical experience both in diagnostics of, and support in autism. She participated in important developments in the field, such as forming the Hungarian National Autism Strategy and the National Clinical Guidelines for Autism/Autism Spectrum Disorders; the methodological guide for Autism-specific Supported Employment; and the screening & diagnostic protocol of autism spectrum for Educational Services. She is a lead researcher in the HAS-ELTE ‘Autism in Education’ Research Group and is involved in projects for developing assistive digital technologies for people with autism and for developing new methods for supporting school inclusion.

Got Feedback for Deeper Learning? The Promise of Linking Summative and Formative Assessment to Improve Student and Teacher Outcomes

Brent Duckor

Professor in the Department of Teacher Education at San José State University

Research on teachers and teaching has shown that formative assessment, also known as assessment for learning (Stiggins, 2002), can improve student learning more than most instructional interventions and practices (Hattie 2012). Empirical evidence demonstrates that well-implemented formative assessment practices that focus on use of non-graded feedback shift students’ learning trajectories (Hattie & Timperley, 2007; Hattie & Clarke, 2019). Yet summative assessment, or assessment of learning, dominates the educational landscape in the classroom and school system. Points, scores, and grades are used to evaluate the quality and nature of student learning. Despite the research that shows that the use of feedback makes a difference in student outcomes (Duckor & Holmberg, 2022; Sadler, 1989; Wiliam, 2007; Wiliam & Thompson, 2008), some still insist on the formative effects of summative grading techniques (Guskey & Brookhart, 2019). A more promising approach to anchoring feedback to the summative and formative purposes of assessment is found in the learning progressions and progress variables literature. At the student level, researchers have mapped learning progressions in different content, mostly in STEM subjects (Alonzo & Gotwals, 2012; Claesgens et al., 2009; Daro, Mosher, & Corcoran, 2011; Duncan & Hmelo-Silver, 2009; Heritage, 2008; Pellegrino, 2017; Wilson & Lehrer, 2021). At the teacher level, researchers have begun modeling learning progressions related to high leverage instructional and assessment practices (Duckor & Holmberg, 2019; Wylie & Lyon, 2016). The learning progressions and progress variable frameworks, when accompanied by evidence centered design principles (NRC, 2001; Wilson, 2005, 2009), offer the possibility of linking summative and formative assessment. Examples of well-articulated “on-ramps” “way points” and “levels” of the progress variable—when anchored in purposeful uses of feedback tools, artifacts, and processes—will be shown to be as important as the destination for measuring learning outcomes. Moreover, for feedback to make a tangible difference in students’ and teachers’ learning trajectories there must be a systematic framework for continuous improvement (Duckor & Holmberg, 2023) that accompanies these variables. In this talk, we will explore the extent to which progress variables can link the aims of formative and summative assessment, while keep our focus on the power of feedback to transform teaching and learning.

Brent Duckor, Ph.D., is professor in the Department of Teacher Education at San José State University. Dr. Duckor also serves as a core faculty member in the Ed.D. Educational Leadership program at the Lurie College of Education. He began his secondary school teaching career at Apáczai Nevelési Központ Gimnázium in Pécs, Hungary from 1989-1991. He then taught government, economics, and history at Central Park East Secondary School in New York City in the 1990s. With the passage of No Child Left Behind, Brent returned to earn a doctorate at the University of California, Berkeley and study educational measurement, testing, and assessment in the Quantitative Methods and Evaluation program at the Graduate School of Education. Brent’s research on formative assessment and teachers’ understanding and use of classroom assessment is informed by his work as a former high school teacher at a nationally renowned urban high school. He has worked to support innovation in teacher licensure exams in state and national contexts. Both his scholarship and teaching foregrounds a developmental perspective on teachers’ growth and empowerment in the teaching profession. His scholarship has appeared in Teachers College Record, Journal of Teacher Education, Mathematics Teaching in the Middle School, Educational Leadership, Phi Delta Kappan, Journal of Educational Measurement and most recently, the 4th International Encyclopedia of Education. He is author of Mastering Formative Assessment Moves: 7 High Leverage Practices to Advance Student Learning (ACSD, 2017) and Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities (Corwin, 2023) with Dr. Carrie Holmberg.