Students with Disabilities Use of Various Options to Access Alternative Schools and Area Learning Centers

Gorney, Deborah J.; Ysseldyke, James E.

doi:10.1300/j008v07n01_08

Cited by 15 publications

(3 citation statements)

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“…Logic would suggest that practicing in these settings is a challenging undertaking. It appears that certain special education populations often labeled as challenging, such as students with emotional and behavioral differences, are served in higher proportions in alternative schools (Gorney & Ysseldyke, 1993). Therefore, an important part of the role of the professional in these settings is to re-engage students who are often disenfranchised from traditional settings.…”

Section: Introductionmentioning

confidence: 99%

Purpose and Passion: The Rationales of Public Alternative Educators

Jordan

Hawley

2017

The Journal of Social Studies Research

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Alternative schools are popular interventions for marginalized students, including students with disabilities, but little research has focused on professionals in these settings. Today, close to 11,000 public alternative schools or programs are believed to exist in the United States education system (Foley & Pang, 2006) and as many as one million students are currently attending alternative learning programs in the United States (Lehr, Tan, & Ysseldyke, 2009). While public alternative schools can vary from one another in many ways, they exist to serve youth marginalized in traditional public settings. In this study, we explore the ways teachers, administrators, and nurses in alternative settings collaborate to support mentally healthy school environments for marginalized student populations. Drawing on the process of rationale development ( Hawley & Crowe, 2016 ; Hawley & Jordan, 2014 ; Shaver, 1977 ; Shaver & Strong, 1982) as rooted in social studies education, we explore the perceived purposes of these professionals as they work with some of the nation's most marginalized children. Through focus groups and one-on-one interviews, the data bridge social studies themes rooted in democracy and equity with special education themes of inclusiveness. This work offers insight into the rationales of teachers and professionals engaged in critical work, and provides a platform for helping professionals undergo the rationale development process.

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Section: Introductionmentioning

confidence: 99%

Purpose and Passion: The Rationales of Public Alternative Educators

Jordan

Hawley

2017

The Journal of Social Studies Research

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“…Results from the survey indicated the percentage of special education students varied widely between districts, ranging from 3% to 20%. State-level research conducted in Minnesota found that students with emotional/behavioral disabilities were attending alternative programs in much higher proportions than traditional public schools (Gorney & Ysseldyke, 1993). We know students with disabilities are attending alternative schools, but to what extent are they being served and what are critical issues in relation to their education in this setting?…”

Section: Who Attends Alternative Schools?mentioning

confidence: 99%

Alternative Schools

Lehr

Tan

Ysseldyke

2008

Remedial and Special Education

126

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The number of students enrolled in alternative settings for youth at risk of school failure has increased significantly in recent years. Students with disabilities, primarily students with emotional/behavioral disabilities and learning disabilities, are included in the population of students who are being educated in these settings. This article provides a synthesis of information gathered through (a) a comprehensive review of legislation and policy on alternative schools/programs from 48 states and (b) a national survey about alternative schools and students served completed by key contacts at state departments of education. Information is organized and discussed with regard to state-level definitions of alternative schools, enrollment criteria, school characteristics, students served, staffing, curriculum and instruction, and outcomes. In addition, information about the provision of special education in these settings and the extent to which students with disabilities enroll is included.

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“…By 2007-2008, the reported number of alternative schools was 10,300; these schools enrolled 646,500 students of whom 90,300 received special education services (Carver et al, 2010). Gorney and Ysseldyke (1993) found that in Minnesota 19% of students in alternative schools were students with disabilities and half of those were students with emotional disabilities (ED).…”

Section: Special Education and Alternative Schoolsmentioning

confidence: 99%

An Examination of Student Perceptions of Regional Safe School and Public School Services

Degruy¹

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Students with Disabilities Use of Various Options to Access Alternative Schools and Area Learning Centers

Cited by 15 publications

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Purpose and Passion: The Rationales of Public Alternative Educators

Purpose and Passion: The Rationales of Public Alternative Educators

Alternative Schools

An Examination of Student Perceptions of Regional Safe School and Public School Services

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