Relevant bibliographies by topics / Charter schools Special education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Charter schools Special education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Charter schools Special education"

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Sass, Tim R. "Charter Schools and Student Achievement in Florida." Education Finance and Policy 1, no. 1 (March 2006): 91–122. http://dx.doi.org/10.1162/edfp.2006.1.1.91.

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I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.
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Swanson, Elizabeth A. "Special Education Services in Charter Schools." Educational Forum 69, no. 1 (March 31, 2005): 34–43. http://dx.doi.org/10.1080/00131720408984663.

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Garcy, Anthony M. "High Expense: Disability Severity and Charter School Attendance in Arizona." education policy analysis archives 19 (February 28, 2011): 6. http://dx.doi.org/10.14507/epaa.v19n6.2011.

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Much of the literature related to the skimming or cropping of students by charter schools has ignored special education students. This article examines the relationship between the severity of student disabilities and their likelihood of having attended an Arizona charter school in the 2002-2003 school year. After adjusting for student traits, local education agency characteristics, and the mix of available special education services, a multilevel logistic regression analysis suggests that students who had more severe and thus more expensive disabilities were less likely to attend an Arizona charter school. Findings from an ancillary set of hierarchical linear models suggested that special education students enrolled in charter schools were less expensive on average than similar traditional public-school special education students.
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Lacireno-Paquet, Natalie, Thomas T. Holyoke, Michele Moser, and Jeffrey R. Henig. "Creaming Versus Cropping: Charter School Enrollment Practices in Response to Market Incentives." Educational Evaluation and Policy Analysis 24, no. 2 (June 2002): 145–58. http://dx.doi.org/10.3102/01623737024002145.

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Proponents of school choice present market-based competition as a means of leveling disparities between race, class and performance in public school systems. Opponents see school choice as threatening to exacerbate this problem because competition for students will pressure individual schools into targeting students with the highest performance and the least encumbered with personal and social disadvantages. We suggest that some charter schools, by background and affiliation, are likely to be more market-oriented in their behavior than others, and test the proposition that market-oriented charter schools engage in cream-skimming while others disproportionately serve highly disadvantaged students. Comparing student composition in market-oriented charter schools, nonmarket-oriented charter schools, and traditional public schools in Washington, DC, we find little evidence that market-oriented charters are focusing on an elite clientele, but they are less likely than the other two types of schools to serve some high need populations. Rather than skimming the cream off the top of the potential student population, market-oriented charter schools may be “cropping off” service to students whose language or special education needs make them more costly to educate.
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Corcoran, Sean P., and Jennifer Jennings. "The Gender Gap in Charter School Enrollment." Educational Policy 32, no. 5 (November 7, 2016): 635–63. http://dx.doi.org/10.1177/0895904816673737.

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Many studies have investigated whether students in charter schools differ systematically from those in traditional public schools with respect to prior achievement, special education, or English Language Learner status. None, however, has examined gender differences in charter school enrollment. Using data for all U.S. public schools over 11 years, we find charters enroll a higher fraction of girls, a gap that has grown steadily over time and is larger in secondary grades and KIPP schools. We then analyze longitudinal student-level data from North Carolina to examine whether differential rates of attrition explain this gap. We find boys are more likely than girls to exit charters once enrolled, and gender differences in attrition are larger than in traditional schools. However, the difference is not large enough to explain the full enrollment gap between charter and traditional schools in North Carolina, suggesting gaps exist from initial matriculation.
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Weber, Mark, and Bruce Baker. "Do For-Profit Managers Spend Less on Schools and Instruction? A National Analysis of Charter School Staffing Expenditures." Educational Policy 32, no. 6 (February 7, 2017): 855–902. http://dx.doi.org/10.1177/0895904816681525.

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This article takes advantage of a recently released national data set on school site expenditures to evaluate spending variations between traditional district operated schools and charter schools operated by for-profit versus nonprofit management firms. Prior research has revealed the revenue-enhancement, private fund-raising capacity of major nonprofit providers. For-profit providers may face greater pressure to reduce operating expenses. As such, we hypothesize that regardless of average differences in staffing expenses between district and charter schools, school site staffing expenditures are likely to be lower in for-profit than in nonprofit managed charter schools. Furthermore, school site instructional staffing expenditures may be lower yet. Applying national, then state-level models to compare spending for schools of similar size, serving similar grade ranges and students with similar attributes (income status, special education, and language proficiency status), we find these assumptions largely to be true. Specifically, on average across all settings (global model) we find that charters spend less per pupil on instructional salaries compared with districts; furthermore, for-profit charters spend less than nonprofits. Furthermore, for-profit charters spend statistically significantly less ( p < .05) on instructional salaries, compared with district schools in many states.
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David, Bernard G., Michael Marder, Jill Marshall, and María González-Howard. "How do students experience choice? Exploring STEM course-offerings and course-taking patterns in Texas charter and non-charter public schools." education policy analysis archives 28 (August 17, 2020): 123. http://dx.doi.org/10.14507/epaa.28.4484.

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Charter schools are positioned by proponents as a key component of reform efforts striving to expand school choice. Proponents argue that charter schools have the flexibility to experiment with novel curricular and instructional models outside the constraints of the traditional public education system, and therefore have the potential to transform students’ experiences. Influential reports over the last three decades have highlighted the need to improve students’ preparation in STEM, and charter schools have emerged as a reform with the potential to do so. This work uses methods from social network analysis and logistic regression to investigate how course-taking patterns in Texas charter and non-charter schools either promote or constrain student engagement within the STEM disciplines by: 1) exploring STEM course offerings in Texas charter and non-charter public secondary schools; and 2) identifying students’ STEM course-taking patterns in these schools. Findings suggest charter schools are less likely than non-charter public schools to offer STEM courses tailored for special education students and that charter school students’ course-taking patterns tend to be either slightly more advanced or more basic than the course-taking patterns of students in non-charter schools. In addition, students in charter schools tend to be more mobile (e.g., transfer between schools) than students in non-charter public schools.
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Barnard-Brak, Lucy, Marcelo Schmidt, and M. Hassan Almekdash. "Enrollment of students with disabilities in charter schools: Contemporary national and state level findings." education policy analysis archives 26 (April 9, 2018): 43. http://dx.doi.org/10.14507/epaa.26.3276.

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There is no national study examining the rate of enrollment of students with disabilities in charter schools. We examined whether students with disabilities were significantly less likely to enroll in charter schools as compared to non-charter public schools accounting for state level variation using data for the entire national population. We utilized data from the Civil Rights Data Collection under the U.S. Department of Education for the 2011-2012 and 2013-2014 academic years. These nationwide and contemporary data provided school-level numbers of students with disabilities receiving special education services under the Individuals with Disabilities Education Act (IDEA) and charter school status. We performed hierarchical linear modeling to examine for differences in the percentages of students with disabilities under IDEA between charter and non-charter schools, which revealed significantly less students with disabilities enrolled in charter schools at the national and state level. Additionally, we identified and ranked states according to the degree of discrepancy in the percentages of students with disabilities under IDEA between charter and non-charter schools.
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Porter, Gordon L., and Diane Richler. "Changing Special Education Practice: Law, Advocacy, And Innovation." Canadian Journal of Community Mental Health 9, no. 2 (September 1, 1990): 65–78. http://dx.doi.org/10.7870/cjcmh-1990-0019.

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The development of integrated school programs in Canadian schools is described. The article identifies three factors that have produced progress which is unique to Canada (i.e., the application of law, advocacy, and innovation). The legal factors are linked to the Charter of Rights and Freedoms, the Schools Act in New Brunswick, and two cases, the Elwood case in Nova Scotia and the Robichaud case in New Brunswick. Developments in New Brunswick since the passage of Bill 85 in 1986 that mandates integration are recounted. Advocacy is described in relation to the vision parents have articulated for their children's futures and the collective and individual advocacy of those committed to integrated education. The innovative changes made in a number of schools and school districts and factors linked to districts that have implemented innovative programs are described. Recommendations are made for collaborative action by parents and professionals to achieve exclusionary school programs.
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Adamson, Frank, and Meredith Galloway. "Education privatization in the United States: Increasing saturation and segregation." education policy analysis archives 27 (October 21, 2019): 129. http://dx.doi.org/10.14507/epaa.27.4857.

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This article outlines different forms of education privatization operating globally, examines their prevalence within the United States, and analyzes whether student marginalization and segregation occurs at the local level. We analyze six U.S. districts with higher saturation levels of charter schools, the most predominant type of privatization (Camden, NJ, Washington DC, Flint, MI, Detroit, MI, Natomas, CA, and Oakland, CA). We find education privatization increasing in the US, but unevenly dispersed, with charter schools concentrated primarily in urban areas serving students of color. Furthermore, segregation in education remains a major issue for all types of schools, with students of color in urban contexts often attending intensely segregated schools (over 90% students of color). Instead of mitigating the segregation problem, student selection by charter school appears to exacerbate it, specifically for special education students.
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Dissertations / Theses on the topic "Charter schools Special education"

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Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/210.

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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education. This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.
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Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610317.

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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education.

This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.

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Rudebusch, Judith. "Analysis of Special Education Compliance and Special Education Funding in Four Texas Open-Enrollment Charter Schools." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4394/.

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The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with federal and state regulations? Is there a relationship between special education funding and special education compliance with rules and regulations? Studies at the national and state levels have frequently been conducted in the form of surveys, and provide only preliminary information about the status of special education in charter schools. There is a paucity of case specific information about the management and delivery of special education services in open-enrollment charter schools. A within-case study research design was used for this investigation utilizing qualitative methods of structured open-ended interviews, observations at the schools, and document analysis. Administrators at four open-enrollment charter schools were interviewed to gather data for this multi-case study. The data supported the hypotheses related to special education services in open-enrollment charter schools. The schools in this study provided special education services with an inclusion model for the first two years. In their first years of operation, charter schools face challenges of small budgets, few if any special education students, and difficulty finding special education teachers and other staff. In the third year and beyond, the schools were able to add special education services and staff and were more stable in terms of budget and operations. For the time period analyzed, special education costs exceeded special education funding. Compliance with special education regulations was relatively high as services were provided to students with mild disabilities with a high commitment to individualized instruction.
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Mulligan, Kimberly. "An exploratory investigation of charter schools and special education /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Luelmo, Paul. "School suspension rates in charter schools within LAUSD and implications for students with disabilities." Thesis, California State University, Los Angeles, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547354.

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A disproportionate representation of students with disabilities in school suspension has been documented for many years. Suspension is associated with negative outcomes in the long run and is linked as a predictor of ethnic disproportionality in special education placement. This study uses descriptive data to examine differences in suspension rates between a small sample of charter schools and traditional schools.

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Williams, Regina N. "Inclusive Classrooms| A Basic Qualitative Study of K-8 Urban Charter School Teachers." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622308.

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The rapid growth of charter schools has been accompanied with numerous questions related to special education such as whether or not charter schools and their unique missions can actually meet the needs of students with disabilities (Karp, 2012). This basic qualitative study explores the practices and procedures used by primary school teachers to promote achievement and engagement for students with disabilities in K-8 inclusion classrooms at an independent charter school in a large Midwestern city. The sample for this study included teachers at an urban charter school who were recommended by their principal as being skillful at improving engagement and learning for students with disabilities. Interviews and observations were used to gain insight on the specific techniques, strategies, and processes being utilized by charter school teachers. During interviews, teachers communicated a variety of ways in which achievement and engagement are promoted in their inclusive classrooms. Differentiation, collaboration, flexibility, offering choices, and group work were common themes communicated by teachers in regards to the practices and procedures that proved most beneficial in promoting achievement and engagement for students with disabilities.

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Perez, Esther Lorraine. "Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/206.

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Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and power imbalances. Six teachers (four general education and two special education teachers) participated in interviews for this qualitative case study. Through triangulation of findings from individual and group interviews, trends were identified. A major finding showed that although retention is conceptualized as beneficial for the school to threat unmotivated students, for students with learning disabilities, retention is still regarded as highly ineffective and harmful. Decision making factors used with students with disabilities include particular individual characteristics, such as abilities and parental support. Discussion into participants’ perception of students with disabilities as inferior, and how retention as punishment asserts the school’s power, follows a review of concepts, effectiveness, and decision-making factors related to retention. Implications for educators to improve inclusive and fair school policies, in addition to rethinking traditional methods of analyzing school practices are discussed. Further research in various educational initiatives and areas of study are summarized.
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Tonks, DeLaina Cales. "A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7371.

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Student well-being (as opposed to an overemphasis on learning outcomes or technologies) should serve as the central component of a successful online model for students with disabilities. Historically, research on online schools for students with disabilities has focused on outcomes. One online charter schools growth of the students with disabilities population has outpaced the growth of the general education student population over the past eight years, which is an unusual trend that warrants additional scrutiny. Using anonymous parent and student surveys coupled with in-depth phenomenological interviews, this explanatory mixed-methods study investigates the reasons families of students with disabilities chose online learning at this particular school and what their experiences have been. The findings suggest that parents and students value the learning environment in terms of choosing when, where, and how to learn, and the student experience in terms of safety, support, academics, and teachers. Further analysis suggests the importance of mattering, social safety and connection, open educational resource-enabled pedagogy, and self-determination in providing supportive online learning environments for students with disabilities and their parents. This dissertation can be downloaded at www.delainatonks.com.
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Perez, Esther L. "Disability and Power| A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620427.

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Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that used a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and power imbalances. Six teachers (four general education and two special education teachers) participated in interviews for this qualitative case study. Through triangulation of findings from individual and group interviews, trends were identified. A major finding showed that although retention is conceptualized as beneficial for the school to threat unmotivated students, for students with learning disabilities, retention is still regarded as highly ineffective and harmful. Decision making factors used with students with disabilities include particular individual characteristics, such as abilities and parental support. Discussion into participants' perception of students with disabilities as inferior, and how retention as punishment asserts the school's power, follows a review of concepts, effectiveness, and decision-making factors related to retention. Implications for educators to improve inclusive and fair school policies, in addition to rethinking traditional methods of analyzing school practices are discussed. Further research in various educational initiatives and areas of study are summarized.

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Jones, Gregory A. "The Efficacy of Charter Schools in the San Bernardino City Unified School District Meeting the Needs of Students with Disabilities." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/66.

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Abstract The aim of charter schools is to provide equal learning opportunities for all children, particularly those with disabilities; the results, though, are mixed. Some charter school students fare better than traditional school students, while others do worse. The exception is students with disabilities, where they excel and outperform in the charter school environment. This is not the case with San Bernardino City Unified School District charter school students with disabilities. Not only do they not outperform their regular education peers, but actually regress in their academic performance.
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Books on the topic "Charter schools Special education"

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Freppel, Laura. Colorado charter schools special education guidebook. Denver, Colo: Colorado Dept. of Education, 2002.

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Scheffel, Debora Lynn. Special education services in Colorado charter schools: Surveying perceptions of charter school administrators and special education directors. Denver, Colo: Colorado Department of Education, 2002.

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Majeski, Karen. Special education in Ohio public charter schools: An anylysis of the efficacy of service delivery to students identified with disabilities. Ann Arbor, Mich: UMI Dissertation Services, 2002.

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Loveless, Tom. The 2003 Brown Center report on American education: How well are American students learning? : with special sections on homework, charter schools, and rural school achievement. Washington, DC: Brown Center on Education Policy, Brookings Institution, 2003.

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A review and assessment of the use, impact, and accomplishments of federal appropriations provided to improve the education of children in the District of Columbia: Hearings before a subcommittee of the Committee on Appropriations, United States Senate, One Hundred Eleventh Congress, first session : special hearings, September 16, 2009, Washington, DC ; September 29, 2009, Washington, DC. Washington: U.S. G.P.O., 2010.

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Milne, Kenneth. The Irish charter schools, 1730-1830. Dublin: Four Courts, 1997.

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Weber, K. J. Special education in Ontario schools. 5th ed. Thornhill, Ont: Highland Press, 2004.

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(England), Doncaster Metropolitan Borough Council. Physical education in special schools. Doncaster: DMBC, 1996.

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Robinson, Sharon. Physical education in special schools. Doncaster: Doncaster Metropolitan Borough Council, 1996.

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Special education in Ontario schools. 3rd ed. Thornhill, Ont: Highland Press, 1993.

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Book chapters on the topic "Charter schools Special education"

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Bowlby, Brenda, and Rachel Arbour. "3. Special Education and the Charter: The Effect of the Equality Provisions and Charter Litigation on Educational Policy and Practice in Ontario." In The Courts, the Charter, and the Schools, edited by Michael Manley-Casimir and Kristen Manley-Casimir, 64–84. Toronto: University of Toronto Press, 2010. http://dx.doi.org/10.3138/9781442698819-005.

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Norflus-Good, Julie, Anne Degroot, Alex Urbiel, and Marisa Schussler. "Charter Schools and Special Needs Children." In The Charter School Experience, 105–15. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_9.

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Patterson, Karen B., Janice Seabrooks-Blackmore, and Gwendolyn Williams. "Special Education Issues." In High-Need Schools, 79–108. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_6.

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Finn, Chester E., Terry Ryan, and Michael B. Lafferty. "The Dawn of Charter Schools." In Ohio’s Education Reform Challenges, 21–35. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230109728_3.

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Wilson, Terri S. "Charter Schools, Free Schools, and School Choice." In International Handbook of Philosophy of Education, 1279–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_88.

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Chapman, Thandeka K. "Charter Schools and Urban Education Reform." In Handbook of Urban Education, 148–65. 2nd ed. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-11.

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Lewis, Wayne D. "The Politics of Charter Schools." In The Politics of Parent Choice in Public Education, 41–90. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137312082_3.

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Rubin, Julia Sass, and Mark Weber. "Charter Schools' Impact on Public Education." In The Risky Business of Education Policy, 72–87. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003108511-5.

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Hornby, Garry. "Organization of Schools for Inclusive Special Education." In Inclusive Special Education, 83–102. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1483-8_5.

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Dorn, Sherman. "Imagined Communities and Special Education." In Schools as Imagined Communities, 143–80. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982933_7.

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Conference papers on the topic "Charter schools Special education"

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Intan Cahyani, Firunika, Eko Purnomo, and Eddy Marheni. "Application of Character Education for Children with Special Needs in Special Schools of Perwari Padang." In International Conference of Mental Health, Neuroscience, and Cyber-psychology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.32698/25254.

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Ferlino, Lucia, and Giovanni Paolo Caruso. "The proximity of distance education." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8775.

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The Institute for Educational Technologies (ITD) in Genoa, part of Italy’s National Research Council (CNR) has long held high-quality on-site training and refresher courses for teachers that are recognized by Italy’s Ministry of Education and Research (MIUR). In addition to participating in face-to-face initiatives, Italy’s teachers are increasingly exploiting opportunities to participate in certified online training initiatives. These are especially popular as they permit teachers a high degree of autonomy and flexibility in managing their learning. Since September 2014, ITD-CNR has been testing and implementing innovative training methods (mostly on behalf of a large Italian public research organization). These include webinars, which make it possible to reach large numbers of participants. ITD-CNR has also designed and made available a series of open courses designed to help teachers develop the skills needed to enhance classroom integration of students with disabilities, specific learning disabilities, and other special educational needs. These courses also address the use of technologies and strategies for more effective school inclusion. To ensure these training proposals remain usable over time and continue to provide relevant content, in 2016 ITD-CNR created an online platform called Essediquadro Training (https://sd2.itd.cnr.it/corsiformazione). This aggregates and makes available five open courses that are free of charge, totalling 130 hours of high-quality, certified training.In the past two years, the platform has attracted over 9000 registered users (pre- and in-service teachers), and has become a focal point for similar training initiatives launched by schools and universities, who are integrating their own training courses with those on offer from Essediquadro Training. In this contribution, we illustrate the characteristics and contents of the Essediquadro Training platform, examine the use of webinars for teacher training, and offer some considerations based on results of satisfaction questionnaires compiled by platform users.
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Haenke, Roderick, and Sonal Desai Redd. "CHARTER SCHOOLS- AMERICA'S WILD WEST OF EDUCATION: THE EXPANSION AND IMPACT OF CHARTER SCHOOLS ACROSS THE AMERICAN FRONTIER OF PUBLIC EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2289.

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Ajiningsih, Catur Rina, Ibnu Syamsi, and Haryanto Haryanto. "Character Education in Inclusive School." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.31.

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Gabriel da Silva Pereira, Helder, Isabella Natal da Silva, Sheron Orteney, and Claudio Zarate Sanavria. "Tecnologias e Educação Ambiental: Uma Cartilha Interativa Digital para Aprendizagem Sobre Lixo Eletrônico." In Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p592-595.

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Abstract:
This paper describes the results of a project whose general objective was to develop an interactive digital booklet with an educational character that addressed aspects related to technological waste and the environment. To achieve the proposed general objective, the following specific objectives were established: 1) To develop material that would bring educational content in line with current discussions and knowledge about electronic waste and its impacts on the environment; 2) To offer an interdisciplinary and interactive environment that would allow the user to go deeper into the themes, according to their interests and according to the level of information consistent with their age and education; 3) Allow the population to have access to the material free of charge and with possibilities to contribute to its constant improvement. The developed product presents informative contents, interspersed with pastimes for its fixation, mediated by mascots specially developed for the material. The results point to an acceptance by the target audience (high school students) and show an interest in the theme from its handling.
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Champlin, Carol. "Session 13: Inclusive Education | Grit--Key Character Trait in School Success for Underprepared Students." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0048.

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Pramono, Sigit Yuli, and Herminarto Sofyan. "Quality Learning Tahfiz Design in Integrated Islamic Elementary School Sleman Special Region of Yogyakarta." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.17.

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Shinta, Dwi Kumala, Ibnu Syamsi, and Haryanto Haryanto. "Traditional Game as a Media for Character Education Inclusion Elementary School." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.77.

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Yoneda, Hiroki. "Development of the Japanese Inclusive Education System: From Special Schools to Curriculum Modification for Special-Needs Education in Regular Schools." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.228.

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Bao, Jinxia, and Xiaoling Huang. "The Training for Special Education Schools Physical Education Teachers in Chongqing." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.4.

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Reports on the topic "Charter schools Special education"

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Cohodes, Sarah, and James Feigenbaum. Why Does Education Increase Voting? Evidence from Boston’s Charter Schools. Cambridge, MA: National Bureau of Economic Research, September 2021. http://dx.doi.org/10.3386/w29308.

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Hauth, Nancy. Special Focus Programs, Magnet Programs and Schools, and Early Childhood Education Centers: Equal Access in Portland Public School's Elementary Options. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7461.

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