What Does It Take to Educate Students with Mild to Moderate Disabilities in General Education Settings? Lessons from Washington's Public Charter Schools

Autor/inn/en	Heyward, Georgia; Pillow, Travis; Tuchman, Sivan
Institution	Center on Reinventing Public Education (CRPE)
Titel	What Does It Take to Educate Students with Mild to Moderate Disabilities in General Education Settings? Lessons from Washington's Public Charter Schools
Quelle	(2020), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Inclusion; Mild Disabilities; Students with Disabilities; Regular and Special Education Relationship; Charter Schools; Barriers; Educational Policy; Administrator Role; Public Schools; Elementary Schools; Student Needs; Mentors; Social Emotional Learning; Parent Participation; High Schools; Middle Schools; Teacher Competencies; General Education; Special Education Teachers; Team Teaching; Educational Quality; Agency Cooperation; Educational Finance; Capacity Building; Washington + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Charter school; Charter-Schule; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Elternmitwirkung; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Lehrkunst; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teamteaching; Quality of education; Bildungsqualität; Bildungsfonds
Abstract	To identify promising strategies for full inclusion, the Center on Reinventing Public Education (CRPE) and the National Center on Special Education in Charter Schools conducted in-depth case studies of five Washington State charter schools as part of a national study of special education in charter schools. These studies were conducted during the 2018-19 school year, but researchers also conducted follow-up interviews in the summer of 2020 to understand how the schools were responding to the pandemic. Through interviews, the researchers identified strategies that were core to student learning prior to COVID-19 and that remained constant even as schools moved to remote instruction last spring. The case studies also point to challenges that school leaders and policymakers can learn from, including teacher capacity, school scheduling, and funding. This report offers recommendations for Washington State school leaders and policymakers to find a path forward for better educating Washington's students with disabilities. (ERIC).
Anmerkungen	Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01