A Comparison of Families of Students with and without Disabilities Who Use Open Enrollment Options To Transfer Schools. Research Report No. 8. Enrollment Options for Students with Disabilities.

Autor/inn/en	Ysseldyke, James E.; und weitere
Institution	Minnesota Univ., Minneapolis. Coll. of Education.
Titel	A Comparison of Families of Students with and without Disabilities Who Use Open Enrollment Options To Transfer Schools. Research Report No. 8. Enrollment Options for Students with Disabilities.
Quelle	(1992), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Decision Making; Disabilities; Elementary Secondary Education; Free Choice Transfer Programs; Information Sources; Open Enrollment; Parent Attitudes; Parent School Relationship; Participant Satisfaction; School Choice; State Programs; Minnesota + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Handicap; Behinderung; Information source; Informationsquelle; Open entry; Offenes Bildungssystem; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Choice of school; Schulwahl; Regierungsprogramm
Abstract	A survey was conducted of Minnesota families of students with disabilities (n=60) and without disabilities (n=60), and responses were compared to identify practices related to public school choice. Results indicated that the media were the primary source of information for families of general education students, while principals and teachers were the main source for special education students. Primary reasons for changing schools were quality of services, the new school's location, academic and athletic reputation, course variety, and climate for learning. For the most part, the reasons for transfer identified by families of students with and without disabilities were similar. School personnel seldom participated in transfer decisions by families of students without disabilities, but were heavily involved in such decisions for students with disabilities. Families of students with disabilities reported school visits as being helpful in making the enrollment decision more often than did families of students without disabilities. Families of students with disabilities reported more improvement in academic performance than did other families. Family involvement for both groups remained relatively constant after the enrollment change. (Contains 26 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC