This paper is a research proposal to analyze the role of alternative schools in retaining special education students.
Written in 2004; 1,475 words; 6 sources; APA; $ 48.95
Paper Summary:
This paper explains that many school districts have chosen alternative schools to provide academic instruction to students who have special needs that make them unable to succeed in the mainstream school environment. The author hypothesizes that, for this study, special education students are likely to return to alternative schools because of these elements: Strong leadership, lower student-to-staff ratio, carefully selected personnel, early identification of risk factors, counseling and social training, and curricula based on real life learning. The paper reports that the data-gathering method will be face-to-face interviews, with written notes, using a survey questionnaires. Interviews may be taped.
Table of Contents
Background
Theoretical Framework
Hypothesis
Methodology
From the Paper:
"Key criteria for building a sense of community are choice and size. Choice (or voluntary participation) by both students and teachers results in affiliation, bonding, and membership. For special education students, who are often alienated in regular schools, Robert Barr, coauthor of Hope at Last for At-Risk Youth, says that attendance by choice has excellent results. Small size creates an effective community because students and teachers are allowed to get to know one another more. The resulting community, like a family, supports the whole child, nurturing academic, social, and emotional growth."
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