ERIC Number: ED469286
Record Type: RIE
Publication Date: 2002
The Educational Context and Outcomes for High-School Students with Disabilities: The Perceptions of Administrators. Research Report.
Jones, Jennifer; Adams, Gary; Schumaker, Jean B.; Deshler, Donald D.; Davis, Betsy; Grossen, Bonnie; Bulgren, Janis A.; Marquis, Janet; Lenz, B. Keith
The sixth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study compared views of general education and special education administrators on the educational programs for SWDs and other at-risk students. Administrators in three high schools in urban areas, three in suburban areas, and three in rural areas were interviewed. Results indicated that general and special education administrators did not seem to hold coordinated views. First, there was no coordinated vision on how SWDs should be educated. In fact, when asked, they indicated SWDs who were expected to receive a standard diploma should not be educated differently from other students. At least half of the administrators indicated there had been no staff development experiences focusing on students with disabilities. In addition, there seemed to be no coordinated plan for creating future staff development experiences for the teachers. Finally, there seemed to be no structures in place for formally evaluating special education programs and their outcomes. When asked about the use of technology for educating students with disabilities, the administrators indicated that standard computers and standard software were available. The protocol is attached. (Author/CR)
Descriptors: Academic Accommodations (Disabilities), Administrator Role, Disabilities, Educational Cooperation, Educational Planning, Educational Technology, High Schools, Inclusive Schools, Outcomes of Education, Professional Development, Regular and Special Education Relationship, Special Education, Teacher Administrator 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.