What Makes A High School a Good High School for Students with Disabilities

Autor/inn/en	Brigharm, Nancy; Morocco, Catherine Cobb; Clay, Karen; Zigmond, Naomi
Titel	What Makes A High School a Good High School for Students with Disabilities
Quelle	In: Learning Disabilities Research & Practice, 21 (2006) 3, S.184-190 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2006.00217.x
Schlagwörter	High Schools; Special Needs Students; Disabilities; Student Needs; Attitudes toward Disabilities; Educational Strategies; Interpersonal Relationship; Leadership Training; Inclusive Schools; Regular and Special Education Relationship; Educational Environment + Suchen Sie Ihr Suchwort? High school; Oberschule; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Lehrstrategie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Führungslehre; Inclusive school; Integrative Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This article summarizes the findings and themes from the three high schools we studied. All three schools engaged in five schoolwide strategies for educating students with disabilities. They provided a broad array of academic courses and program options; provided schoolwide support structures that could be combined and customized to the needs and strengths of individual students; worked intentionally to connect students to the school and build their motivation to succeed; created a connected and caring adult community to serve students' academic and social personal needs; and developed responsive leaders who managed the tensions inherent in the commitment to prepare students with disabilities to be successful in their lives beyond school. The article also reviews the different ways these three school instantiated these strategies. We describe the "theory of action" that integrates the five schoolwide strategies into a synergistic approach in each school and explore implications of the Good High Schools study for practice and for future research. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10