A Case Study of a Highly Effective, Inclusive Elementary School

Autor/inn/en	McLeskey, James; Waldron, Nancy L.; Redd, Lacy
Titel	A Case Study of a Highly Effective, Inclusive Elementary School
Quelle	In: Journal of Special Education, 48 (2014) 1, S.59-70 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912440455
Schlagwörter	Case Studies; Inclusion; Program Effectiveness; Elementary Schools; Federal Legislation; Educational Legislation; Accountability; Mainstreaming; School Effectiveness; Disabilities; Student Placement; Educational Assessment; Qualitative Research; Interviews; Observation; Credibility; Educational Quality; Student Needs; Elementary School Teachers; Faculty Development; Educational Administration; Educational Resources; Participative Decision Making; Data; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Inklusion; Elementary school; Grundschule; Volksschule; Bundesrecht; Bildungsrecht; Schulgesetz; Verantwortung; Schuleffizienz; Handicap; Behinderung; Schülerpraktikum; Education; assessment; Bewertungssystem; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Glaubwürdigkeit; Quality of education; Bildungsqualität; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsmittel; Daten
Abstract	Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in addressing the needs of all students. Evidence reveals that only a limited number of schools have been successful in meeting these sometimes competing demands for excellence and equity. This investigation addressed these issues by conducting a case study of a highly effective, inclusive elementary school. The results reveal several key practices that were important contributors to meeting the needs of all students in this school. (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