ERIC Number: ED469281
Record Type: RIE
Publication Date: 2002
The Educational Context and Outcomes for High School Students with Disabilities: Overview of the Study and Findings. Research Report.
Schumaker, Jean B.; Deshler, Donald D.; Lenz, B. Keith; Bulgren, Janis A.; Davis, Betsy; Grossen, Bonnie; Marquis, Janet
This research report discusses findings from descriptive studies that investigated the context and outcomes of educational programs for students with disabilities who were expected to receive standard high-school diplomas. The nine high schools included three in urban areas, three in suburban areas, and three in rural areas. Principals, special education administrators and teachers, general educators, students, and parents supplied information through interviews and/or questionnaires. Special and general education teachers were observed as they were teaching and students with disabilities were observed as they were being taught. Data were gathered on the instructional methods and materials being used. Results indicated that in only one of the schools was there a vision, policies, and standard procedures for educating students with disabilities within the general education curriculum and this was the only school utilizing research-based methods to teach students the strategies they needed to succeed. This school received the highest satisfaction ratings from general education teachers and students with disabilities. Most of the other schools were educating students with disabilities within subject-area courses taught by special education teachers in the special education classroom or in low-track courses designed for low-achievers. Students were not achieving and had low grade-point averages. (Contains 10 references.) (Author/CR)
Descriptors: Academic Achievement, Disabilities, Educational Environment, Educational Research, Environmental Influences, High Schools, Inclusive Schools, Outcomes of Education, Regular and Special Education Relationship, Special Classes, Student Placement, Teacher Attitudes, Theory Practice Relationship
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Inst. for Academic Access.