Literaturnachweis - Detailanzeige
Autor/inn/en | McLeskey, James; Waldron, Nancy L.; Redd, Lacy |
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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 |
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 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 |