A "Can-Do" Attitude for Students with Disabilities: Special Education in Rural Charter Schools

Autor/inn/en	McKittrick, Lanya; Gill, Sean; Opalka, Alice; Tuchman, Sivan; Kothari, Shaini
Titel	A "Can-Do" Attitude for Students with Disabilities: Special Education in Rural Charter Schools
Quelle	In: Journal of School Choice, 13 (2019) 4, S.537-554 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2019.1683684
Schlagwörter	Students with Disabilities; Rural Schools; Charter Schools; Case Studies; Special Education; Educational Practices; Problem Solving; Barriers; Teacher Shortage; Time Management; Teacher Persistence; Governance; Teacher Student Relationship; Individualized Education Programs; Student Attitudes; Institutional Characteristics + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Charter school; Charter-Schule; Case study; Fallstudie; Case Study; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungspraxis; Problemlösen; Lehrermangel; Zeitmanagement; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Individualized education program; Individualisierendes Lernen; Schülerverhalten
Abstract	Charter schools are often the only alternative to traditional public schools for students with disabilities in rural communities. Part of a larger study, we employed a qualitative multiple case study design to examine special education practices in five rural charter schools to understand the services provided, barriers to providing these services, and any novel practices used to provide these services. Data analysis revealed the following themes: (a) intentional school models facilitated individualized approaches, (b) schools responded to tight labor supply by prioritizing retention and making efficient use of staff time, and (c) schools demonstrate flexibility and willingness to problem solve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01