How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities: Mott Haven Academy Charter School Case Study

Autor/inn/en	Rhim, Lauren Morando; Lancet, Stephanie
Institution	Center on Reinventing Public Education (CRPE); National Center for Special Education in Charter Schools (NCSECS)
Titel	How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities: Mott Haven Academy Charter School Case Study
Quelle	(2018), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Public Schools; Charter Schools; Educational Innovation; Student Needs; Models; Case Studies; Barriers; Success; Individualized Instruction; Institutional Characteristics; Student Characteristics; Special Education; Lesson Plans; Skill Development; Program Effectiveness; Elementary Secondary Education; Grade 4; School Culture; Positive Behavior Supports; Interviews; Documentation; Observation; Social Development; Emotional Development; New York (New York) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Public school; Öffentliche Schule; Charter school; Charter-Schule; Instructional innovation; Bildungsinnovation; Analogiemodell; Case study; Fallstudie; Case Study; Erfolg; Individualisierender Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Lesson planning; Unterrichtsplanung; Kompetenzentwicklung; Qualifikationsentwicklung; School year 04; 4. Schuljahr; Schuljahr 04; Schulkultur; Schulleben; Interviewing; Interviewtechnik; Dokumentation; Beobachtung; Soziale Entwicklung; Gefühlsbildung
Abstract	Charter schools--public schools that receive greater autonomy from district and state regulations in return for greater accountability--present opportunities to provide exemplary and innovative supports and services to students with disabilities. Charter schools' freedom to innovate enables them to create and offer new models and practices, which are much needed by students with disabilities and their families seeking the right "fit." Charter schools, however, face specific challenges and struggles in providing students with specialized, and potentially expensive, services and accommodations, especially without the benefits provided by large district infrastructures and economies of scale. In an effort to document and promote school models and practices that effectively serve students with disabilities in charter schools, the Center on Reinventing Public Education (CRPE) asked the National Center for Special Education in Charter Schools (NCSECS) to conduct two case studies about exemplary schools that respectively leverage available opportunities and mitigate challenges. This case study examines Mott Haven Academy Charter School in New York City and how its positive school culture and behavior support systems improve disciplinary outcomes for students with disabilities. The other case study, "How Personalized Learning Models Can Meet the Needs of Students with Disabilities," highlights Thrive Public Schools in San Diego and how its personalized learning model especially benefits students with disabilities and meets their specific needs. Together, these case studies provide examples of models and practices that other public schools--both charter and traditional--can implement to create programs where all students succeed, including those with disabilities. [For "How Personalized Learning Models Can Meet the Needs of Students with Disabilities: Thrive Public Schools Case Study," see ED582803.] (ERIC).
Anmerkungen	Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01