Addressing the Services Provided to Children with Disabilities through Collaborative Evaluation

By Liliana Rodríguez-Campos, Wendy Bradshaw and Jeremy Lake.

Published by The Global Studies Journal

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Article: Print $US10.00
Article: Electronic $US5.00

This paper highlights how collaborative evaluations can benefit community organizations that serve persons with disabilities and provides specific lessons learned through an evaluation of a community organization working with families of children with disabilities. Collaborative evaluation strategies are employed to emphasize the appreciation of all participants and to maximize positive perceptions of the evaluative process. Specifically, this paper examines the Model for Collaborative Evaluation (MCE) in the context of an organization serving the families of young children with disabilities. This evaluation was conducted to ascertain professional development history, strengths, and needs of early intervention personnel providing services to these families as trained competent professionals. We show how the MCE emphasizes the involvement of all stakeholders impacted by the work of the organization, thereby increasing the chances that evaluation recommendations will be utilized by the organization. Challenges and successes of this evaluation approach will be discussed.

Keywords: Disability, Collaborative Evaluation, Evaluation, Model for Collaborative Evaluation, Professional Development

Global Studies Journal, Volume 4, Issue 2, pp.129-146. Article: Print (Spiral Bound). Article: Electronic (PDF File; 2.907MB).

Liliana Rodríguez-Campos

Faculty Member, Department of Educational Measurement and Research, University of South Florida, Tampa, Florida, USA

Liliana Rodríguez-Campos is an evaluation faculty member and the director of the Center for Research, Evaluation, Assessment, and Measurement at the University of South Florida. Liliana is nationally and internationally recognized for her collaborative approach to evaluation. Among other publications, she is the author of the book, Collaborative Evaluations: A Step-by-Step Model for the Evaluator. An experienced facilitator, she has offered many training sessions and presented her work in countries such as Australia, Canada, China, England, Greece, Holland, India, Italy, Jamaica, Malaysia, Singapore, South Africa, Spain, the United States, and Venezuela. Currently, she serves as the board of directors’ chair in the Evaluation Capacity Development Group and as the program chair of the Collaboration, Participatory, and Empowerment Evaluation Topical Interest Group of the American Evaluation Association. Liliana received the Marcia Guttentag Award from the American Evaluation Association.

Wendy Bradshaw

Instructor, Department of Special Education, University of South Florida, Tampa, Florida, USA

Wendy Bradshaw is an instructor in the Department of Special Education at the University of South Florida. She has worked extensively with young children with disabilities and their families since 2002. Her evaluation experiences include federal grant programs for teacher professional development, department based measures of coursework efficacy, and success of marketing for teacher recruitment. Additional experiences include teaching experience, certification and experience as an infant toddler developmental specialist, and ownership of a multidisciplinary early intervention services company.

Jeremy Lake

Director of Community Partnerships, Earth Force, Temple Terrace, Florida, USA

Jeremy Lake is the director of community partnerships for the not-for-profit service learning company, Earth Force. He has worked extensively with children of all ages in a variety of educational settings since 1999. In that time, he has had extensive experiences ranging from day to day formative programming evaluations to more in depth, naturalistic studies to evaluate the effectiveness of grant funded programming from varying funding sources. Those include governmental grant programs for teacher professional development, the effectiveness of funding of programs promoting water conservation and resource management, and success of educators and students in implementing high quality service learning projects.


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