Are Washington State Charter Schools Prepared To Meet The Needs Of Students With Disabilities
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| Author | : Teryn Bench |
| Publisher | : |
| Total Pages | : 97 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
Charter schools are become an increasingly important part of the education reform landscape. Although each state's charter school legislation is different in the specific restrictions or freedoms afforded to charter schools, all charter schools are public schools and as such are obligated to follow the regulations and principles enshrined in federal mandates, particularly the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and Section 504 of the Rehabilitation Act of 1973 ("Section 504"). This thesis examines the preparedness of the eight Washington State Charter School Commission (WSCSC)-approved charter school operators, as independent Local Education Agencies (LEAs), to create environments and service delivery models that effectively address the needs of students eligible for special education services. The study uses content analysis of WSCSC-approved applications and the special education-specific sections of WSCSC rubric against a best practices rubric for special education in charters operating as LEAs. Results indicate charter operators are most likely to consider special education when explicitly required to do so in the WSCSC Rubric and differences in the measured special education considerations exist among the applications. The WSCSC rubric only vaguely referenced many key considerations of the national rubric. Given the importance and complexities of operating as an independent LEA, concerns are raised by the results of this study as to how charter schools are preparing to meeting the needs of students with disabilities.
| Author | : Robin J. Lake |
| Publisher | : Center on Reinventing Public Education |
| Total Pages | : 114 |
| Release | : 2010-04 |
| Genre | : Education |
| ISBN | : 9780615368115 |
Unique Schools Serving Unique Students (Robin Lake, editor) offers a pioneering look at the role of charter schools in meeting the needs of special education students. The book addresses choices made at the intersection of two very important policy arenas in education: special education and charter schools. Drawing lessons from parent surveys and case studies, this volume poses and addresses a number of important questions that have received limited attention to date: How many students with disabilities attend charter schools? How do parents choose schools for their children with special needs and how satisfied are they with their choices? What innovations are coming out of the charter school sector that might be models for public education writ large? Finally, what challenges and opportunities do charter schools bring to special education? Written for education generalists and policy leaders, the contributors provide vivid examples of innovative practices. They also make specific recommendations for the policy action, technical supports, and further research required to promote more widespread adoption of the special education practices we see in effective charter schools.
| Author | : Azure D. S. Angelov |
| Publisher | : Council For Exceptional Children |
| Total Pages | : |
| Release | : 2016-05-03 |
| Genre | : Education |
| ISBN | : 9780865865150 |
Throughout the United States, increasing numbers of students are being educated in charter schools. Although the educators in these schools may think they are prepared to tackle any problem related to teaching and learning, personnel, financial management, and community relations, many charter schools are overwhelmed by the need for complying with federal rules and regulations while at the same time meeting the needs of an increasingly diverse population―most notably those students with disabilities. In Charting the Course, Addie Angelov and David Bateman provide readers with a background in essential aspects of delivering special education services in this unique educational setting. Developed in collaboration with prominent charter school organizations and with the support of the National Association of State Directors of Special Education.
| Author | : Wagma Mommandi |
| Publisher | : Teachers College Press |
| Total Pages | : 233 |
| Release | : 2021 |
| Genre | : Education |
| ISBN | : 0807779806 |
Access issues are pivotal to almost all charter school tensions and debates. How well are these schools performing? Are they segregating and stratifying? Are they public and democratic? Are they fairly funded? Can apparent successes be scaled up? Answers to all these core questions hinge on how access to charter schools is shaped. This book describes the incentives and pressures on charter schools to restrict access and examines how charters navigate those pressures, explaining access-restricting practices in relation to the ecosystem within which charter schools are created. It also explains how charters have sometimes responded by resisting the pressures and sometimes by surrendering to them. The text presents analyses of 13 different types of practices around access, each of which shapes the school’s enrollment. The authors conclude by offering recommendations for how states and authorizers can address access-related inequities that arise in the charter sector. School’s Choice provides timely information on critical academic and policy issues that will come into play as charter school policy continues to evolve. Book Features: Examines how charter schools control who gains and retains access.Explores policies and practices that undermine equitable admission and encourage opportunity hoarding.Offers a set of policy recommendations at the state and federal level to address access-related issues.
| Author | : United States. Congress. House. Committee on Education and Labor |
| Publisher | : |
| Total Pages | : 76 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 68 |
| Release | : 2001 |
| Genre | : Charter schools |
| ISBN | : |
| Author | : Wagma Mommandi |
| Publisher | : Teachers College Press |
| Total Pages | : 233 |
| Release | : 2021 |
| Genre | : Education |
| ISBN | : 0807765813 |
"This book takes a comprehensive look at the ways in which charters control enrollment and retention in their schools, often limiting equitable access for all students. It critiques the manner in which charters "counsel out" students--frequently English learners, students with special needs, and non-White students--for even minor infractions or poor academic performance, and urges state and federal policy makers to design a more inclusive and equitable charter sector"--
| Author | : Bruce Kulwicki |
| Publisher | : |
| Total Pages | : 143 |
| Release | : 2017 |
| Genre | : Charter schools |
| ISBN | : |
In this case study, I conducted an in-depth examination of a Midwest Montessori Charter School’s ability to serve students with disabilities (SWDs). I studied whether the administrators, staff, parents, and students believed the school could serve SWDs in compliance with the Individuals with Disabilities Education Act (IDEA). I investigated how the school’s unique mission and curricular design enhanced or inhibited efforts to meet the needs of SWDs. I also studied what training, resources, and expertise the participants perceived was needed to effectively serve SWDs in the charter school setting. I interviewed students with disabilities, parents of students with disabilities, and school staff to answer my research questions. The parents and students had prior experience with special education services at regular public schools before enrolling in the charter school. Each reported being more satisfied with their educational experience at the charter school than at their former regular public school. School staff members perceived their special education services as compliant with the federal law that protects the rights of students with disabilities in public schools. My interview data were supported by observations in multiple settings and a review of school data from the state database and the school’s website. After analyzing the data, several themes emerged: 1.) Special education services at the school were perceived as adequate, and in some cases superior, to those offered in regular public schools; 2.) There was a lack of urgency regarding student performance on state mandated, accountability-driven testing; 3.) The school prioritized community and communication to foster student success; 4.) The school was not readily prepared to serve students with severe cognitive and/or physical disabilities; and 5.) The charter school stakeholders valued and implemented a full inclusion model to serve their SWDs. In the final chapter, I discuss the implications of my study for legislators, regular public and charter school practitioners and parents.
| Author | : |
| Publisher | : DIANE Publishing |
| Total Pages | : 61 |
| Release | : 2001 |
| Genre | : Charter schools |
| ISBN | : 1428926054 |
| Author | : Elizabeth Murakami-Ramalho |
| Publisher | : IAP |
| Total Pages | : 379 |
| Release | : 2012-09-01 |
| Genre | : Education |
| ISBN | : 1617356255 |
This book examines how to encourage the development of others towards social justice practices. The processes of development include practices such as mentoring, coaching, professional development, and the exploration of alternatives to reculture the work environment and enhance collaborative partnerships. Many groups play a role in the leadership and improvement of social justice opportunities in education, such as students, new teachers, veteran teachers, teacher leaders, new campus leaders, veteran campus leaders, parents, district leaders, non-certified school personnel and board of education members. Their preparation and development are explored in this volume through the people’s voices and experiences. Finally, challenges can be recognized in the effort to encourage the development of others, including local and federal policies, new forms of academic delivery, and the preparation of leaders in ever-evolving educational structures. These issues will be fully explored with the aim of informing practitioners and scholars in the field of educational leadership.
