School Culture for Students with Significant Support Needs: Belonging Is Not Enough

Autor/inn/en	Carroll, Diane; Fulmer, Connie; Sobel, Donna; Garrison-Wade, Dorothy; Aragon, Lorenso; Coval, Lisa
Titel	School Culture for Students with Significant Support Needs: Belonging Is Not Enough
Quelle	In: International Journal of Special Education, 26 (2011) 2, S.120-127 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	School Culture; Ethnography; Disabilities; Special Needs Students; Mental Retardation; Student Needs; Observation; Interviews; Values; Family Influence; Special Education; Teaching Methods; Attitudes toward Disabilities; Delivery Systems; Inclusion; High Schools + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Ethnografie; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Geistige Behinderung; Beobachtung; Interviewing; Interviewtechnik; Wertbegriff; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Auslieferung; Inklusion; High school; Oberschule
Abstract	This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in special education literature. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10