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NCJ Number: 192638 Add to Shopping cart Find in a Library
Title: Charter Schools and Students With Disabilities: A National Study, Final Report 2000
Author(s): Thomas A. Fiore; Lessley M. Harwell; Jose Blackorby; Kara S. Finnigan
Corporate Author: SRI International
United States of America

Westat
United States of America
Date Published: December 2001
Page Count: 63
Sponsoring Agency: NCJRS Photocopy Services
Rockville, MD 20849-6000
SRI International
Menlo Park, CA 94025
US Dept of Education
Washington, DC 20208
Westat
Rockville, MD 20850
Contract Number: RC-97-11-0301;
Sale Source: NCJRS Photocopy Services
Box 6000
Rockville, MD 20849-6000
United States of America

US Dept of Education
Office of Educational Research and Improvement
555 New Jersey Avenue, NW
Washington, DC 20208
United States of America
Type: Report (Study/Research)
Format: Document
Language: English
Country: United States of America
Annotation: This study focused on public charter schools and students with disabilities to examine how charter school developers have used the opportunities provided by their charters to serve students with disabilities.
Abstract: Information came from site visits to 32 public charter schools in 15 States and interviews during these visits with 151 parents of students with disabilities, 196 teachers, and 164 students with disabilities, as well as 1 or more administrators for each school. Results revealed that the schools varied in vision, mission, and history. Their approaches to curriculum and instruction were not unique or original when considered in the national context, but they did represent innovation when considered in their local contexts. They also were innovative with respect to staffing, scheduling, program focus, and strategies to engage students in the school environment. In addition, schools had varying approaches to attracting students. Parents were enrolling children with mild disabilities in charter schools, even if the school did not offer special education services or provide individualized education programs. However, enrollment of students with more significant disabilities is relatively rare, except in schools specifically designed for these students. Most charter schools used the term inclusion to describe their approach to serving students with disabilities. By almost all accounts, students with and without disabilities received more individual attention at the charter school than they did at their previous school The analysis concluded that caring and dedicated teachers who communicated openly with students and parents were widely regarded as the main facilitators of success for students with disabilities at charter schools. In addition, lack of adequate funding and strained relationships between charter schools and local districts were often cited as barriers to the success of students with disabilities. The analysis also concluded that among issues experienced by charter schools are a lack of extracurricular activities and limits on transportation provided. Tables, footnotes, and appended excerpts from Federal laws related to students with disabilities and charter schools
Main Term(s): Juveniles
Index Term(s): Alternative schools; Educationally disadvantaged persons; Equal opportunity education; Experimental education; Learning disabilities; Public education; Public schools; Services effectiveness; Special needs children; Students
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=192638

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