The Transition of Special Needs Students to Kayenta from Outlying Communities: Partnerships between Schools and Districts.

Autor/inn/en	Heimbecker, Connie; Bradley-Wilkinson, Evangeline; Begay, Mary Helen; Bradley, Brian; McCarty, Nellie; Nelson, Jacob; Gamble, Armanda; Medina, Catherine; Nelson, Bernita; Pettigrew, Bobbie; Sealander, Karen; Smith, Jody; Snyder, Maria; White, Sherri; Whitehair, Marsha; Redsteer, Denise; Prater, Greg
Titel	The Transition of Special Needs Students to Kayenta from Outlying Communities: Partnerships between Schools and Districts.
Quelle	(2001), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Accommodations (Disabilities); American Indian Education; Elementary Secondary Education; Inclusive Schools; Navajo (Nation); Reservation American Indians; Rural American Indians; Special Education; Student Transportation; Transfer Students + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulbus; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	A study examined the challenges faced by Kayenta Unified School District (KUSD) and outlying communities on the Navajo Reservation in their efforts to adequately provide educational opportunities for their transfer students with special needs. Interviews were conducted with six students from 4th grade through high school; seven parents; special education personnel from eight area schools; and transportation personnel, office staff, and the director of special education at KUSD. No school had a transition plan and communication between schools was inadequate. It could take 4-5 months to receive records from another school, and records often arrived incomplete and out of order. Parents often did not inform the school of their intention to transfer their child, and did not inform the new school of prior services received. KUSD schools practiced inclusion and while most children had good experiences with the special education department, the transition from a pullout program to one of complete inclusion was hard. Since students with special needs and their nondisabled peers were treated the same with regard to transportation, children who transferred in from outlying communities might spend excessive time on the bus. Children had a difficult time making friends in their new school. The children who looked, walked, or acted "different" continued to have a hard time after the transition. Recommendations include all educators assuming responsibility for communication and good record keeping. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC