A Model for Development and Evaluation of Special Instructional Materials

Abstract

Along with diagnosticians who select materials and teachers who use them, the developers of instructional materials share responsibility for their quality. The development and evaluation of instructional materials for use with handicapped learners is a matter of particular concern now that classroom teachers without special training are responsible for increasing amounts of these children's educational programs. This article presents a review of existing models for the systematic creation and testing of instructional materials. Four such models are described and synthesized into a logic diagram, which is suggested as a guide to systematize the process of developing materials for use with exceptional students. A set of materials designed to assist young disabled learners in acquiring beginning word attack skills is used to illustrate the steps in the development/evaluation process. The six steps suggested in this model are: statement of the problem, formulation of a rationale, development of specifications, development of prototype child-use and teacher training materials, evaluation of materials, and dissemination of the product Feedback loops are included in each step. The importance of using a systematic approach to the development and evaluation of materials for handicapped learners is stressed.