Alternative Schools Serving Students With and Without Disabilities: What Are the Current Issues and Challenges?

Lehr, Camilla A.; Lange, Cheryl M.

doi:10.1080/10459880309604431

Cited by 34 publications

(29 citation statements)

References 9 publications

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“…However, regular schools were significantly more likely to be in towns and rural areas than alternative schools (77% versus 55%; p < 0.0001). National data indicate that alternative schools are more typically located in urban and suburban areas 14 …”

Section: Resultsmentioning

confidence: 99%

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Snacks, Beverages, Vending Machines, and School Stores: A Comparison of Alternative and Regular Schools in Minnesota, 2002 to 2008

Kubik¹,

Davey²,

MacLehose³

et al. 2015

Journal of the Academy of Nutrition and Dietetics

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In US secondary schools, vending machines and school stores are a common source of low-nutrient, energy-dense snacks and beverages, including sugar-sweetened beverages, high fat salty snacks and candy. However, little is known about the prevalence of these food practices in alternative schools, educational settings for students at risk of academic failure due to truancy, school expulsion and behavioral problems. Nationwide, over 5000 alternative schools enroll about one-half million students, who are disproportionately minority and low-income youth. Principal survey data from a cross-sectional sample of alternative (n=104) and regular (n=339) schools collected biennially from 2002–2008 as part of the Centers for Disease Control and Prevention Minnesota School Health Profiles were used to assess and compare food practice prevalence over time. Generalized estimating equation models were used to estimate prevalence, adjusting for school demographics. Over time, food practice prevalence decreased significantly for both alternative and regular schools, although declines were mostly modest. However, the decrease in high fat, salty snacks was significantly less for alternative than regular schools (−22.9% versus −42.2%; p<0.0001). Efforts to improve access to healthy food choice at school should reach all schools, including alternative schools. Study findings suggest high fat salty snacks are more common in vending machines and school stores in alternative schools than regular schools, which may contribute to increased snacking behavior among students and extra consumption of salt, fat and sugar. Study findings support the need to include alternative schools in future efforts that aim to reform the school food environment.

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Section: Resultsmentioning

confidence: 99%

“…13 Most students attend an alternative school between 7 and 12 months, and almost one-third attend for greater than one year. 14 Students attending schools are disproportionately minority and low-income youth. 11, 14 …”

mentioning

confidence: 99%

Snacks, Beverages, Vending Machines, and School Stores: A Comparison of Alternative and Regular Schools in Minnesota, 2002 to 2008

Kubik¹,

Davey²,

MacLehose³

et al. 2015

Journal of the Academy of Nutrition and Dietetics

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show abstract

“…Prior studies have also reported an association between smaller groups and improved concentration and behaviour in class for young people with SEBD (Harriss, Barlow, and Moli 2008;Jahnukainen 2001;Sellman 2009). Smaller class sizes provide more opportunities for individualised teaching and promote the development of trusting relationships (Lehr and Lange 2003).…”

Section: Discussionmentioning

confidence: 99%

Improving pupil referral unit outcomes: pupil perspectives

Michael¹,

Frederickson

2013

Emotional and Behavioural Difficulties

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Concern has been expressed about the quality of alternative provision for young people with social, emotional and behavioural difficulties, and the poor academic and social outcomes many experience. Little research has sought the views of the young people themselves regarding the enablers and barriers to positive outcomes they have encountered. A total of 16 semi-structured interviews were conducted with participants aged 12 to 16 years drawn from pupil referral units in two local authorities. Thematic analysis of the interview transcripts identified a range of factors perceived by the young people as enabling or impeding their achievement of positive academic and social-emotional outcomes. Implications for practice development in pupil referral units are discussed, along with the importance of pupil involvement for improving engagement and outcomes.

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“…Yet, studies examining problems with inclusion have done so primarily from the perspectives of state directors of special education (Lehr & Lange, 2003) and less from the perspectives of local school personnel, including those who have regular contact with students with disabilities (e.g., Cook, Semmel, & Gerber, 1999). Inclusion research has focused more generally on student experiences in school and less on the problems that occur during an initial transition of students into integrated schools (Burstein, Sears, Wilcoxen, Cabello, & Spagna, 2004).…”

mentioning

confidence: 97%

School Problems and Solutions for Students With Disabilities: A Qualitative Examination

Sorani-Villanueva

McMahon

Crouch

et al. 2014

Journal of Prevention & Intervention in the Community

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The inclusion of students with disabilities is a process that requires collaboration among multiple individuals, with teachers, aides, parents, students, and school systems playing important roles in resolving student problems. In the current study, we examined data from 75 teachers concerning 126 students about problems that students with disabilities had following a transition from a school primarily serving students with disabilities to more inclusive schools. Reported problems were reviewed and five major themes emerged: academic, behavioral, mobility/accessibility, social, and transportation issues. Teachers typically resolved academic problems by working directly with the student or collaborating with school staff. Social problems were resolved through student and teacher initiatives. Behavioral, transportation, and mobility/accessibility problems were resolved through collaboration among many key school figures and family members. Implications for theory, research, and inclusive school practices related to academic curricula, resources, services, and architectural accommodations for students with disabilities are discussed.

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Alternative Schools Serving Students With and Without Disabilities: What Are the Current Issues and Challenges?

Cited by 34 publications

References 9 publications

Snacks, Beverages, Vending Machines, and School Stores: A Comparison of Alternative and Regular Schools in Minnesota, 2002 to 2008

Snacks, Beverages, Vending Machines, and School Stores: A Comparison of Alternative and Regular Schools in Minnesota, 2002 to 2008

Improving pupil referral unit outcomes: pupil perspectives

School Problems and Solutions for Students With Disabilities: A Qualitative Examination

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