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ERIC Number: ED467293
Record Type: Non-Journal
Publication Date: 2000
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Schools of Authentic and Inclusive Learning. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.
Hanley-Maxwell, Cheryl; Phelps, L. Allen; Braden, Jeff; Warren, Valli
This brief provides an overview of the foundation and framework for the Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities. RISER focuses on secondary schools engaged in reform efforts that include students with disabilities and seeks to identify restructuring practices that benefit all students. RISERs goal is to expand the knowledge base related to practices in secondary schools that enhance authentic learning, achievement, and outcomes for students with disabilities. After discussing pitfalls and possibilities in education reform and inclusion, the brief describes three essential features of authentic student learning: (1) construction of knowledge, in which students take information and construct knowledge using higher order thinking processes to transform information into knowledge; (2) disciplined inquiry, in which students draw on the established knowledge base to conceptualize problems in terms of the discipline and elaborate their inquiry via extensive writing; and (3) value beyond school, in which students generate products of learning that have an audience beyond the classroom. The relationship between authentic achievement and special education is explored and an expanded model of authentic achievement is introduced, the Schools of Authentic and Inclusive Learning, which addresses the needs and assets of students with disabilities. (Contains 15 references.) (CR)
RISER, University of Madison-Wisconsin, 1025 West Johnson Street, Suite 461, Madison, WI 53706. For full text: http://www.wcer.wisc.edu/riser/briefs.html.
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.