ERIC Number: ED404793
Record Type: RIE
Publication Date: 1996-Dec
On a Collision Course? Standards, Discipline, and Students with Disabilities.
Sinclair, Mary F.; And Others
Policy Research Brief, v8 n4 Dec 1996
This policy brief discusses the impact on students with disabilities of educational reforms that emphasize higher academic standards for all students and zero tolerance policies to make schools safe learning environments for all students. The public's demand for higher standards and safe environments is also explored. The development of academic standards and behavioral standards in educational laws and state policies is documented. Examples of local practices and policies that influence students' engagement with school and ways to help youth meet higher academic and behavioral standards are presented. The approaches are based on the experiences of three projects that tested strategies for keeping middle school students in school within a climate of low tolerance for atypical behavior and increasing demands for academic excellence. Five key intervention strategies were common to the three projects and are identified: Persistence-Plus, monitoring, relationships, affiliation, and problem-solving. In addition, recommendations are given for how schools can evaluate the potential impact of their own school policies and practices on their students' connection to school and progress toward school completion. A list of related publications is provided. (Contains 37 references.) (CR)
Descriptors: Academic Standards, At Risk Persons, Behavior Change, Behavior Problems, Behavior Standards, Disabilities, Educational Environment, Educational Legislation, Elementary Secondary Education, Intervention, Problem Solving, School Policy, School Safety, Student School Relationship, Zero Tolerance Policy
Publication Type: Collected Works - Serials
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. on Community Integration.
Grant or Contract Numbers: N/A