Charter Schools and Students with Disabilities: How Far Have We Come?

Autor/in	Estes, Mary Bailey
Titel	Charter Schools and Students with Disabilities: How Far Have We Come?
Quelle	In: Remedial and Special Education, 30 (2009) 4, S.216-224 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508315647
Schlagwörter	Charter Schools; Disabilities; Educational Quality; Special Education; Access to Education; Public Schools; Educational Policy; Federal Legislation; Intervention; Student Needs; Special Needs Students; Discipline; Student Behavior; Interviews; Attitude Measures; Individualized Education Programs; Principals; Administrator Attitudes + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Handicap; Behinderung; Quality of education; Bildungsqualität; Special needs education; Sonderpädagogik; Sonderschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Bundesrecht; Sonderpädagogischer Förderbedarf; Disziplin; Student behaviour; Schülerverhalten; Interviewing; Interviewtechnik; Individualized education program; Individualisierendes Lernen; Principal; Schulleiter
Abstract	Fifteen years after the first charter school legislation was passed, the number of charter schools opening in the United States each year continues to grow. In 2000, research was conducted to examine the extent and quality of service to students with disabilities in Texas's charter schools. Descriptive statistics and structured interviews were used to identify areas of strength and weakness in special education service provision. This article describes a replication of that study, reviews the initial findings, and presents data that shed light on changes that have occurred in the interim. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10