Out of Sight, Out of Mind: A Case Study of an Alternative School for Students with Emotional Disturbance (ED)
Keywords:
Downloads
Abstract
When the ‘least restrictive’ educational environment is deemed unsuccessful for students labeled as having emotional disabilities (ED), they are often placed in either self-contained classrooms (when available) or alternative schools. Despite these schools’ growing numbers, little is known about them and their students, who are segregated from the mainstream student population. This qualitative case study focuses on the perspectives of staff (i.e., the principal, school psychologist, teachers, and aids) in one such alternative school for students with ED. Based on interviews, findings revealed staff’s frustration with the: (1) school’s reputation within, and isolation from, the larger school district; (2) lack of follow up and communication with ‘sending schools’; (3) lack of professional development; and (4) lack of oversight from school district administration. The paper also conveys staff’s vision for addressing some of the challenges. These findings may contribute to the largely unsuccessful fulfillment of the school’s original intention—to return its students to their original schools (i.e., the ‘least restrictive’ educational environment). The authors argue that in-depth inquiry into such schools is a social justice issue.Downloads
References
st Author (In press).
Google Scholar Crossrefst Author, XX, XX & XX (2012).
Google Scholar CrossrefAhearn, E. (2004). Alternative Schools and Students with Disabilities: May 2004 Current Status and Emerging Issues.
Google Scholar CrossrefArtiles, A. J., Harris-Murri, N. & Rostenberg, D. (2006). Inclusion as social justice: Critical notes on discourses, assumption, and the road ahead. Theory into Practice, 45(3), 260–268.
Google Scholar CrossrefAtkins, T., Bullis, M., & Todis, B. (2005). Converging and diverging service delivery systems in alternative education programs for disabled and non-disabled youth involved in the juvenile justice system. Journal of Correctional Education, 56(3), 253-285.
Google Scholar CrossrefBillingsley, B. S., Fall, A. M., & Williams Jr, T. O. (2006). Who is teaching students with emotional and behavioral disorders?: A profile and comparison to other special educators. Behavioral Disorders, 31(3), 252-264.
Google Scholar CrossrefBullock, L. M., & Gable, R. A. (2006). Programs for children and adolescents with emotional and behavioral disorders in the United States: A historical overview, current perspectives, and future directions. Preventing School Failure, 50(2), 7- 13.
Google Scholar CrossrefConnor, D. J. & Gabel, S. L. (2013). “Cripping” the curriculum through academic activism: Working toward increasing global exchanges to reframe (dis)ability and education. Equity & Excellence in Education, 46(1), 100–118,
Google Scholar CrossrefCullinan, D., Epstein, M. H., Sabornie, E. J. (1992). Selected Characteristics of a National Sample of Seriously Emotionally Disturbed Adolescents. Behavioral Disorders, 17(4), 273-80.
Google Scholar CrossrefData Accountability Center: Individuals with Disabilities Education Act Data. (2005). Table 2-2: Students ages 6 through 21 served under IDEA, Part B, by educational environment and state: Fall 2005 [Data file]. Retrieved from http://www .ideadata.org/arc_toc7.asp#partcPS
Google Scholar CrossrefEmery, D., & Vendenberg, B. (2010). Special education teacher burnout and ACT. International Journal of Special Education, 25(3), 119-131.
Google Scholar CrossrefFlower, A., McDaniel, S. C., & Jolivette, K. (2011). A literature review of research quality and effective practices in alternative education settings. Education and Treatment of Children, 34(4), 489-510.
Google Scholar CrossrefForness, S. R., & Knizer, J. (1992). A new proposed definition and terminology to replace “serious emotional disturbance” in the Individuals with Disabilities Education Act. School Psychology Review, 21, 12-20.
Google Scholar CrossrefFriedman, R.M., Kutash, K., & Duchnowski, A.J. (1996). The population of concern: Defining the issues. In B.A. Stroul & R.M. Friedman (Eds.), Children’s mental health: Creating systems of care in a changing society (pp. 69-96). Baltimore, MD: Brookes.
Google Scholar CrossrefGorney, D. J., & Ysseldyke, J. E. (1993). Students with disabilities use of various options to access alternative schools and area learning centers. Special Services in the Schools, 7(1), 125-143.
Google Scholar CrossrefGresham, F. M., Cook, C. R., Crews, S. D., & Kern, L. (2004). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30(1), 32-46.
Google Scholar CrossrefHouchins, D. E., Shippen, M. E., McKeand, K., Viel-Ruma, K., Jolivette, K., & Guarino, A. J. (2010). Juvenile justice teachers' job satisfaction: A comparison of teachers in three states. Education and Treatment of Children, 33(4), 623-646.
Google Scholar CrossrefIndividuals with Disabilities Education Act of 1997, 20 U.S.C. § 1401-1485.
Google Scholar CrossrefKauffman, J. M. (2001). Characteristics of emotional and behavioral disorders in children and youth. (7th ed.). Upper Saddle River, NJ: Merrill/ Prentice Hall.
Google Scholar CrossrefKim, J. H., & Taylor, K. A. (2008). Rethinking alternative education to break the cycle of educational inequality and inequity. The Journal of Educational Research, 101(4), 207-219.
Google Scholar CrossrefKleiner, B., Porch, R., & Farris, E. (2002). Public alternative schools and programs for students at risk of education failure: 2000-01. Washington, DC: National Center for Education Statistics.
Google Scholar CrossrefLakin, B. L., Leon, S. C., & Miller, S. A. (2008). Predictors of burnout in children's residential treatment center staff. Residential Treatment for Children & Youth, 25(3), 249-270.
Google Scholar CrossrefLandrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). What is special about special education for students with emotional or behavioral disorders?. The Journal of Special Education, 37(3), 148-156.
Google Scholar CrossrefLane, K. L., Wehby, J. H., Little, M. A., & Cooley, C. (2005a). Academic, social, and behavioral profiles of students with emotional and behavioral disorders educated in self-contained classrooms and self-contained schools: Part I—Are they more alike than different? Behavioral Disorders, 30, 349–361.
Google Scholar CrossrefLane, K. L., Wehby, J. H., Little, M. A., & Cooley, C. (2005b). Students educated in self-contained classes and self-contained schools: Part II—How do they progress over time? Behavioral Disorders, 30, 363–374.
Google Scholar CrossrefLehr, C. A., & Lange, C. M. (2003a). Alternative schools and the students they serve: Perceptions of state directors of special education. Policy research brief, 14(1), 1- 12.
Google Scholar CrossrefLehr, C. A., & Lange, C. M. (2003b). Alternative schools serving students with and without disabilities: What are the current issues and challenges?. Preventing School Failure, 47(2), 59-65.
Google Scholar CrossrefMarder, C. (1992, April). Secondary school students classified as seriously emotionally disturbed: How are they being served? Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.
Google Scholar CrossrefMarshall, C., & Rossman, G. B. (2010). Designing qualitative research (5th ed.). Los Angeles, CA: SAGE.
Google Scholar CrossrefMattison, R. E., & Schneider, J. (2009). First-year effectiveness on school functioning of a self-contained ED middle school. Behavioral Disorders, 34, 60-71.
Google Scholar CrossrefMattison, R. E. (2011). Comparison of students classified ED in self-contained classrooms and a self-contained school. Education & Treatment of Children, 34, 15-33.
Google Scholar CrossrefMcNulty, C. P. & Roseboro, D. L. (2009). “I’m not really that bad”: Alternative school students, stigma, and identity politics. Equity & Excellence in Education 42(4), 412–427.
Google Scholar CrossrefMerriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass Inc.
Google Scholar CrossrefMorris, R. J., Shah, K., & Morris, Y. P. (2002). Internalizing behavior disorders. In K. Lane, F. Gresham, & T. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 223-241). Boston: Allyn & Bacon.
Google Scholar CrossrefNeel, R. S., Cessna, K. K., Borock, J., & Bechard, S. (2003). Quality program indicators for children with emotional and behavior disorders. Beyond Behavior, 3-9.
Google Scholar CrossrefNelson, J. R., Benner, G. J., Lane, K., & Smith, B. W. (2004). Academic achievement of K-12 students with emotional and behavioral disorders. Exceptional Children, 71(1), 59-73.
Google Scholar CrossrefQuinn, M. M., Poirier, J. M., Faller, S. E., Gable, R. A., & Tonelson, S. W. (2006). An examination of school climate in effective alternative programs. Preventing School Failure, 51(1), 11-17.
Google Scholar CrossrefSeidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers college press.
Google Scholar CrossrefSimpson, R. L., Peterson, R. L., & Smith, C. R. (2011). Critical educational program components for students with emotional and behavioral disorders: Science, policy, and practice. Remedial and Special Education, 32(3), 230-242.
Google Scholar CrossrefSitlington, P. L., & Neubert, D. A. (2004). Preparing youths with emotional or behavioral disorders for transition to adult life: Can it be done within the standards-based reform movement?. Behavioral Disorders, 29(3), 279-288.
Google Scholar CrossrefSkiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., & Chung, C. G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 264-288.
Google Scholar CrossrefStake, R. (2000). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (2nd ed., pp. 86 - 109). Thousand Oaks, CA: Sage Publications.
Google Scholar CrossrefTrout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. H. (2003). Research on the academic status of children with emotional and behavioral disorders: A review of the literature from 1961 to 2000. Journal of Emotional and Behavioral Disorders, 11(4), 198-210.
Google Scholar CrossrefTurton, A. M., Umbreit, J., & Mathur, S. R. (2011). Systematic function-based intervention for adolescents with emotional and behavioral disorders in an alternative setting: Broadening the context. Behavioral Disorders, 36, 117-128.
Google Scholar CrossrefU.S. Department of Education. (1994). National agenda for achieving better results for children and youth with serious emotional disturbance. Washington, DC.
Google Scholar CrossrefWagner, M., Kutash, K., Duchnowski, A. J., Epstein, M. H., & Sumi, W. C. (2005). The Children and Youth We Serve A National Picture of the Characteristics of Students With Emotional Disturbances Receiving Special Education. Journal of Emotional and Behavioral Disorders, 13(2), 79-96.
Google Scholar CrossrefWagner, M. M. (1995). Outcomes for youths with serious emotional disturbance in secondary school and early adulthood. The Future of Children, 5, 90-111.
Google Scholar CrossrefWalker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices. Wadsworth Pub Co.
Google Scholar CrossrefDownloads
Published
Metrics
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
