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

Abstract

The University of Minnesota's Alternative School Research Project, a directed research study funded by the U.S. Department of Education's Office of Special Education Programs, is in the process of conducting research on alternative schools across the country. Special emphasis is given to studying the extent to which and how students with disabilities are being served. Information in this article is a synthesis of data gathered during the 1 st year of this study and is drawn from interviews with state directors of special education, material on alternative education compiled from each state, and other relevant research and literature on alternative education. Critical issues and challenges for alternative educators and administrators are identified and discussed. Issues focus on governance and policies guiding the operation of alternative schools, the purpose of alternative schools, student needs and implications for service, staffing and instruction, maintaining high expectations and high standards, and measuring outcomes and effectiveness. The article contains a list of questions that can be used to help educators identify and address key issues in their alternative settings in order to promote successful school experiences for students with and without disabilities.

Key Words:

• alternative programs
• alternative schools
• at-risk students
• students with disabilities

Additional information

Notes on contributors

Cheryl M. Lange

Camilla A. Lehr Is a research associate in the Department of Community Integration in the College of Education and Human Development at the University of Minnesota, Minneapolis, and Cheryl M. Lange is a program planning, evaluation, and research consultant with Lange Consultants in Bloomington, Minnesota.