Albuquerque Sign Language Academy: A Dual Language Approach to Serving Students with Diverse Backgrounds and Abilities

Autor/in	Batamula, Christi
Institution	The Century Foundation
Titel	Albuquerque Sign Language Academy: A Dual Language Approach to Serving Students with Diverse Backgrounds and Abilities
Quelle	(2019), (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; American Sign Language; English; Bilingual Education; Students with Disabilities; Deafness; Hearing Impairments; Individualized Education Programs; Best Practices; Inclusion; Academic Achievement; Graduation Rate; Employment Patterns; Sense of Community; Educational Benefits; New Mexico (Albuquerque) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; English language; Englisch; Bilingual teaching; Bilingualer Unterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Individualized education program; Individualisierendes Lernen; Inklusion; Schulleistung; Beschäftigungsstruktur; Bildungsertrag
Abstract	Albuquerque Sign Language Academy (ASLA), a charter school in New Mexico, is a dual language English-American Sign Language (ASL) school, and half of the students at ASLA are deaf or hard of hearing, while the other half are hearing. Many students at the school also have disabilities other than or in addition to being deaf or hard of hearing, with 56 percent of students qualifying for an Individualized Education Program (IEP), compared to 17 percent in the local school district. The racial, ethnic, and socioeconomic diversity of the student body is a microcosm of Albuquerque. ASLA's focus on diversity of ability and language, and commitment to welcoming all students, has resulted in the school serving a cross-section of students from the area in a way that few public schools do nationally. ASLA strives to incorporate best practices for serving students with disabilities while addressing the unique concerns of deaf and hard of hearing students and their families. Research has repeatedly shown that, for students with most disabilities, inclusive learning environments--in contrast to segregated classrooms--provide many benefits, including increased achievement, improved attendance and graduation rates, and higher rates of employment after graduation. Moreover, inclusive classrooms also promote benefits for students without disabilities, such as reduced prejudiced and increased sense of belonging (ERIC).
Anmerkungen	Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01