ERIC Number: ED481547
Record Type: Non-Journal
Publication Date: 2003-Jul
Reference Count: N/A
High Schools with Authentic and Inclusive Learning Practices: Selected Features and Findings. Research to Practice Brief.
Phelps, L. Allen, Comp.
This brief paper reports on a study of the practices at four high schools selected for how closely they aligned with criteria and indicators illustrative of authentic and inclusive learning for all students. A table presents profiles of the four schools in terms of setting, students, and practices. Classroom observations, interviews, surveys, and analysis of assignments and student work resulted in the following major findings across the four schools: (1) a high set of expectations and positive post-school success were embraced for all students; (2) regular education teachers were firmly committed to inclusion of students with disabilities; (3) teachers using more intellectually demanding instructional tasks receive work from both disabled and non-disabled students that is more authentic; and (4) in assessment activities, approximately 70 percent of students without disabilities and all students with disabilities received some accommodations. Implications of the study include that the emerging state-wide assessments associated with recently adopted academic learning standards post significant threats to high school reform efforts aimed at promoting authentic and inclusive learning. (DB)
Descriptors: Academic Standards, Disabilities, Educational Change, Educational Environment, Educational Practices, High Schools, Inclusive Schools, Performance Based Assessment, State Standards, Teacher Attitudes, Teacher Expectations of Students, Testing Accommodations
National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: email@example.com. For full text: http://www.ncset.org/publications/researchtopractice/NCSETResearchBrief_2.2.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.