Inclusion in Action: Expectations for All at Excel Academy

Autor/in	Solomont, E. B.
Titel	Inclusion in Action: Expectations for All at Excel Academy
Quelle	In: Education Next, 20 (2020) 2, S.60-63 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Inclusion; Charter Schools; Special Needs Students; Students with Disabilities; Special Education; Equal Education; Classification; Academic Achievement; English Language Learners; Traditional Schools; Public Schools; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Inklusion; Charter school; Charter-Schule; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Classification system; Klassifikation; Klassifikationssystem; Schulleistung; Traditioneller Unterricht; Public school; Öffentliche Schule
Abstract	There's considerable public debate about charter schools and students with specialized needs, focused mainly on the extent to which charters enroll students who are classified to receive special-education services. A new study by Elizabeth Setren of Tufts University shows that critics, who often charge that charters do not serve as many special-education students as traditional public schools do, may not be asking the right questions. A school's overall environment, not just access to specialized services, appears to be an important component to all students' success. Looking across the city of Boston, Setren compared the classifications and academic performance of charter-school students who were considered special-education students or English language learners at the time of their application with their peers in traditional public schools. Boston charters achieve better outcomes for those students than traditional public schools do, even though charter enrollment at least doubles the likelihood that students lose their classification and, as a result, access to specialized services. The types of educational approaches charters use--like data-driven instruction, more instructional time, and intensive tutoring--appear to benefit students with specialized needs just as they benefit their non-classified peers. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01