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ERIC Number: EJ849798
Record Type: Journal
Publication Date: 2007
Pages: 10
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-0040-0599
Facing High Stakes in High School: 25 Successful Strategies from an Inclusive Social Studies Classroom
Connor, David J.; Lagares, Christopher
TEACHING Exceptional Children, v40 n2 p18-27 Nov-Dec 2007
Most high school teachers are concerned about the potential risk of student dropout, a phenomenon that has remained steady at approximately 14% since 1987 (National Center for Education Statistics, 2001). However, as Blackorby and Wagner (1996) note, the likelihood of high school dropout is significantly greater if a student is labeled as learning disabled (36%) or as having emotional and behavioral disorders (59%). Dropping out of school is the result of complex and often interlocking issues, one of which is the ever increasing academic demands placed upon all learners, including those with disabilities. However, research has shown that student retention is possible when adolescents work with a helpful person and experience success in a helpful class, regardless of content area. This article describes how a teacher, Chris Lagares, and the supportive environment he maintains illustrate these two notions of "helpfulness." Utilizing a self-developed professional toolkit that combines research-based practices including backwards planning, differentiated instruction, the Principles of Learning, and brain-based research, the teacher is able to creatively craft lessons for diverse learners within a demanding, fast-paced curriculum. This article presents 25 selected strategies that Chris uses to prepare students not only for the culminating statewide examination, but also the promise of college beyond. (Contains 7 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A