Greetings Dr. Gates and Esteemed Scholars, I hope all of you enjoy reading my blog. I welcome any comments or suggestions you may have.
Rhonda
Thursday, September 27, 2007
Sunday, September 23, 2007
Impact of Alternative School Placement on Student
By: Rhonda Ryans
Impact of Alternative School Placement on Student
Social Adjustment, Aggression, and Cognitive Skills
Greetings to everyone who logs onto my blog. The writer’s dissertation is the topic of this blog; therefore any input or suggestions are always welcome. For proper introduction the writer is a teacher at an alternative school located in Southwest, Georgia, and a doctoral student at Nova Southeastern University in Fort Lauderdale, Florida. Being a teacher at an alternative school brings with it the art of having to service students with different personalities, disabilities and of dissimilar socio-economic factors that must be adhered to. It is for this reasons of discussion that the writer has chosen to further investigate the topic of this blog.
Impact of Alternative School Placement on Student
Social Adjustment, Aggression, and Cognitive Skills
Greetings to everyone who logs onto my blog. The writer’s dissertation is the topic of this blog; therefore any input or suggestions are always welcome. For proper introduction the writer is a teacher at an alternative school located in Southwest, Georgia, and a doctoral student at Nova Southeastern University in Fort Lauderdale, Florida. Being a teacher at an alternative school brings with it the art of having to service students with different personalities, disabilities and of dissimilar socio-economic factors that must be adhered to. It is for this reasons of discussion that the writer has chosen to further investigate the topic of this blog.
There are a number of reasons for which a student may have to attend an alternative setting. Often times, a student is ejected from his/her regular school because of some act of violations defined by the local school system or the local school. As a result, a student’s case is recommended to the Tribunal for review. After the Tribunal meets with the parents, student and school administrators, a review is made of the student’s record and charges, then, a recommendation is made. During that time the Tribunal hears the concerns and makes recommendations for the student. The Tribunal recommends whether or not the student be removed from the traditional school climate or placed on probation (for a period of time) or in an alternative setting. As a result of the Tribunal’s decision the student is assigned to the writer’s alternative program setting. The alternative program is one component that makes the writer’s alternative center in Southwest, Georgia, what it.
Some students come to the alternative program may need help with Anger management through counseling. Many of the students are on some type of medication at one time or another. Additional psychological testing is also offered to those students who need it. Most of the counseling is through an intake conference for Psy-Ward placement.
Through the writer’s research and according to Federal mandates resulting from the No Child Left Behind Act, educators must provide quality education to all students (Bullock, 2006; Hughes & Adera, 2006). Students, who cannot, or will not, cooperate in traditional school settings must be educated to the best possible extent (Lewis, 2002). Alternative schools have served to accommodate challenging students for decades and continue to grow for numerous reasons (Lewis, 2002). The numbers of alternative schools are increasing along with the numbers of students at-risk for school failure. These numbers increased threefold since 1997-1998 and according to the National Center for Educational Statistics, by 2001 there were 109,900 alternative schools nationwide with 613,000 students attending these schools daily. It is estimated that approximately 13% of all students attended alternative schools in 2007 (Mackinac Center for Public Policy, 2007). It is also estimated that 12% of the students in alternative schools present with learning, behavioral, or emotional disabilities (Hughes & Adera, 2006). In addition, studies show that while 12-19% of these students have disabilities, there are six times more students with emotional disturbances than with any other category. Over 30% of youths in juvenile correction alternatives present with a disability and 42% have an emotional disorder (Bullock, 2006).
Some students come to the alternative program may need help with Anger management through counseling. Many of the students are on some type of medication at one time or another. Additional psychological testing is also offered to those students who need it. Most of the counseling is through an intake conference for Psy-Ward placement.
Through the writer’s research and according to Federal mandates resulting from the No Child Left Behind Act, educators must provide quality education to all students (Bullock, 2006; Hughes & Adera, 2006). Students, who cannot, or will not, cooperate in traditional school settings must be educated to the best possible extent (Lewis, 2002). Alternative schools have served to accommodate challenging students for decades and continue to grow for numerous reasons (Lewis, 2002). The numbers of alternative schools are increasing along with the numbers of students at-risk for school failure. These numbers increased threefold since 1997-1998 and according to the National Center for Educational Statistics, by 2001 there were 109,900 alternative schools nationwide with 613,000 students attending these schools daily. It is estimated that approximately 13% of all students attended alternative schools in 2007 (Mackinac Center for Public Policy, 2007). It is also estimated that 12% of the students in alternative schools present with learning, behavioral, or emotional disabilities (Hughes & Adera, 2006). In addition, studies show that while 12-19% of these students have disabilities, there are six times more students with emotional disturbances than with any other category. Over 30% of youths in juvenile correction alternatives present with a disability and 42% have an emotional disorder (Bullock, 2006).
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