Disciplinary Alternative Education Programs in Texas
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A for-profit company that provides alternative education options to students with a history of subpar academic performance or behavioral challenges, Community Education Partners has achieved significant results at programs it has managed in Texas. In 2010, Community Education Partners received strong reviews for its implementation of disciplinary alternative education programs (DAEPs) at Ferndale School in the Houston Independent School District. In 1995, the Texas legislature mandated that school districts establish alternative education settings, known as DAEPs, for students requiring behavioral intervention.
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2.1 Placement of Students in Special Education
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Figure 2.2: Placement Options of Special Education Students
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The goal of special and inclusive education is to ensure that all students, including those with disabilities or diverse learning needs, have access to quality education that meets their individual requirements. Here's a breakdown of the goal and scope of special and inclusive education:
**Goal**:
1. **Equitable Access**: Special and inclusive education aims to provide equitable access to education for all students, regardless of their abilities, backgrounds, or differences. This means removing barriers to learning and ensuring that every student has the opportunity to reach their full potential.
2. **Student Success**: The primary goal is to promote the academic, social, emotional, and vocational success of all students. Special education focuses on addressing the specific learning needs of students with disabilities, while inclusive education emphasizes creating environments where all students can thrive.
3. **Inclusion and Participation**: Special and inclusive education seek to foster inclusive schools and classrooms where every student feels welcome, valued, and supported. This involves promoting participation, collaboration, and positive relationships among students, teachers, and the broader school community.
4. **Individualization and Differentiation**: Special and inclusive education recognize that each student is unique and may require different types and levels of support. The goal is to provide individualized instruction and interventions tailored to the strengths, needs, and preferences of each student.
5. **Empowerment and Self-Advocacy**: Special and inclusive education aim to empower students to advocate for themselves, make choices about their education, and participate actively in decision-making processes. This includes promoting self-determination, self-confidence, and self-advocacy skills.
**Scope**:
1. **Early Intervention**: Special and inclusive education may begin in early childhood with interventions and support services designed to identify and address developmental delays or disabilities as early as possible.
2. **K-12 Education**: Special and inclusive education encompass all levels of education, from kindergarten through grade 12. This includes providing accommodations, modifications, and support services to students with disabilities in general education classrooms, as well as specialized instruction in special education settings when needed.
3. **Transition Planning**: Special and inclusive education involve preparing students with disabilities for post-secondary education, employment, and independent living. This may include transition planning, vocational training, job placement services, and community integration programs.
4. **Collaboration and Professional Development**: Special and inclusive education require collaboration among educators, administrators, families, and community stakeholders to ensure that the needs of all students are met effectively. This involves ongoing professional development,
Inclusive education ppt
This document discusses inclusive education, which aims to educate all students, regardless of ability, in regular classrooms with appropriate support. The key benefits are enabling full participation, promoting belonging, and meeting individual needs. An inclusive system provides higher quality education by fostering understanding and respect through diverse interactions. While requiring initial investment, inclusive education is not more expensive long-term. Success depends on collaboration, training, support services, and accommodating individual student needs.
Inclusive education pdf
Inclusive education aims to educate students with disabilities alongside their non-disabled peers. It rejects separating students through special schools or classrooms. The goal is for all students to learn together in a fully inclusive environment. Inclusive classrooms provide individualized supports and services to meet student needs without stigma. Research shows most students perform better when exposed to an inclusive curriculum, as long as appropriate strategies and accommodations are in place. Benefits of inclusion include developing strengths and accepting differences, which can reduce bullying. Success depends on collaboration, well-constructed student plans, and ongoing training.
Assignment
The document discusses ways to educate students with learning disabilities in inclusive classroom settings. It outlines three main strategies: co-teaching, differentiated instruction, and peer-mediated instruction. Co-teaching involves general and special education teachers working together to provide support. Differentiated instruction adapts instructional methods and materials to individual student needs. Peer-mediated instruction uses peers as instructors under teacher facilitation. While research shows inclusion can be effective, full inclusion does not always meet student needs, and flexibility is important to determine the best learning environment for each student.
Students with behavioral problems and benefits of their virtual classrooms
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
Carol Quirk: Legal Aspects of Inclusion
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Special education
Charter schools must provide special education services to students with disabilities per IDEA. A charter school's relationship to the local LEA determines its responsibilities for special education. EdisonLearning assists charter schools in delivering special education services using a multi-tiered Response to Intervention model and ensuring students' Individualized Education Plans are followed. Services may include consultation, monitoring, facilitated instruction, and co-teaching to support students with disabilities in regular classrooms.
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Sped 413 power point
The document summarizes key laws and concepts related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and concepts like least restrictive environments, inclusion, differentiated instruction, and universal design for learning. It discusses requirements for free and appropriate public education, parental rights, standardized testing accommodations, response to intervention frameworks, and the importance of evidence-based practices and considering student diversity.
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A private education contractor, Community Education Partners operates as a leading provider of academic and behavior improvement programs for sixth- through twelfth-grade students in public schools. In 2006, Community Education Partners was praised by the Texas Public Policy Foundation for its oversight of Beechnut Academy, an alternative education program in Houston, Texas.
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Since 1996, Community Education Partners, Inc. (CEP), has been providing academic intervention to help struggling students achieve their scholastic, behavioral, and social goals. CEP operates disciplinary alternative education schools as a direct contractor with public school districts. An example of the benefit of Community Education Partners programs can be seen in an evaluation of the Beechnut Academy in Houston, Texas.
Building Confidence in Middle School Students
Community Education Partners has worked with school districts for 20 years to help underperforming students in grades 6 through 12 get back on a path to success. When students are underperforming, they may feel incapable of academic success. Teachers can build students' confidence by establishing achievable goals, acknowledging accomplishments, pointing out individual strengths, and opening with positive statements before identifying areas for improvement. This helps students internalize their strengths and focus on questions they can answer successfully while knowing they can continue building their knowledge.
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Poor social behaviors in students can negatively impact their academic performance. These behaviors, such as lateness, disregarding deadlines, and inappropriate cellphone use, distract other students and teachers. Research shows that negative social behaviors in early school years tend to worsen over time and lead to continuous poor academic results. In contrast, good social behaviors like empathy have been linked to high literacy. Since problems in one school area can influence others, it is important for education to focus on both academics and social skills development.More from Community Education Partners, Inc., Education (6)
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- 1. DISCIPLINARY ALTERNATIVE EDUCATION PROGRAMS IN TEXAS By Community Education Partners
- 2. Introduction A for-profit company that provides alternative education options to students with a history of subpar academic performance or behavioral challenges, Community Education Partners has achieved significant results at programs it has managed in Texas. In 2010, Community Education Partners received strong reviews for its implementation of disciplinary alternative education programs (DAEPs) at Ferndale School in the Houston Independent School District. In 1995, the Texas legislature mandated that school districts establish alternative education settings, known as DAEPs, for students requiring behavioral intervention. School districts may refer students to a DAEP if that student has committed several serious offenses during school or on school property or engaged in behavior that could be punished as a felony.
- 3. Disciplinary Alternative Education Under Texas policy, a teacher may send a student to the principal's office if he or she has repeatedly disrupted class and interfered with the teacher's ability to instruct other students. The principal has the option of assigning students to a DAEP and, typically, may not return a disruptive student to a classroom without the teacher's consent. However, if no alternative placement is available, a teacher may have to accommodate a disruptive student. Prior to assignment to a DAEP, school officials must conduct a conference with the student, parents or guardians, and the teacher or administrator responsible for removing the student from class. Students do have the right to explain their perspective at the meeting and appeal the referral to the district's board of trustees, but the district's decision on the assignment to a DAEP is final.