Addressing Schools to Watch® Domains of Developmental Responsiveness and Social Equity in Middle Grades through Special Olympics Unified Champion Schools

Autor/inn/en	Jacobs, Holly E.; Edwards, Betty; Wright, Shirley A.; Gupta, Anmol
Titel	Addressing Schools to Watch® Domains of Developmental Responsiveness and Social Equity in Middle Grades through Special Olympics Unified Champion Schools
Quelle	In: Middle School Journal, 54 (2023) 3, S.29-38 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2023.2185440
Schlagwörter	Middle Schools; Middle School Students; Students with Disabilities; Intellectual Disability; Extracurricular Activities; Inclusion; Equal Education; Athletics; Competition; Physical Education; Individualized Instruction; Relevance (Education); Developmentally Appropriate Practices; Citizenship; Skill Development; Student Interests; Access to Education; Diversity + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Intellect; Verstand; Außerunterrichtliche Aktivität; Inklusion; Leichtathletik; Wettkampf; Körpererziehung; Sportunterricht; Individualisierender Unterricht; Relevance; Relevanz; Entwicklungsbezogene Bildung; Staatsbürgerschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Studieninteresse; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Middle schools are increasingly diverse places where students see and interact with peers different from themselves. However, students with and without intellectual disability (ID) have few opportunities to interact--they are together infrequently within extracurricular settings and the classroom. As such, students with ID are on the margins of the social fabric of the school, and middle schools are challenged to create a positive school experience for all students. This article focuses on how Special Olympics Unified Champion Schools (UCS) can advance developmental responsiveness and social equity in the middle grades through schoolwide social inclusion of students with ID. Data from a multi-year national evaluation provides evidence that UCS can support middle schools to create a positive school experience for all students that aligns with Association for Middle Level Education's essential attributes of education for young adolescents (i.e., responsive, challenging, empowering, equitable, engaging), addresses the developmental and social needs and interests of young adolescents, and meets benchmarks for high-performing schools set forth by the National Forum to Accelerate Middle-Grades Reform's Schools to Watch (STW) Program®. STW Program criteria establish a framework for schools to commit to an environment that prioritizes what is best for the developing adolescent, including adolescents with ID. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01