ERIC ED467293: Schools of Authentic and Inclusive Learning. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.

14 Pages·2000·0.42 MB·English

by  ERIC

DOCUMENT RESUME
ED 467 293
EC 309 116
AUTHOR
Hanley-Maxwell, Cheryl; Phelps, L. Allen; Braden, Jeff;
Warren, Valli
Schools of Authentic and Inclusive Learning: Research
TITLE
Institute on Secondary Education Reform (RISER) for Youth
with Disabilities Brief.
INSTITUTION
Wisconsin Center for Education Research, Madison.
SPONS AGENCY
Special Education Programs (ED/OSERS), Washington, DC.
REPORT NO
RISER-No-1
PUB DATE
2000-00-00
NOTE
13p.
CONTRACT H158J70001
AVAILABLE FROM
RISER, University of Madison-Wisconsin, 1025 West Johnson
Street, Suite 461, Madison, WI 53706. For full text:
http://www.wcer.wisc.edu/ riser/briefs.html.
PUB TYPE
Information Analyses (070)
Reports
Descriptive (141)
EDRS PRICE
EDRS Price MF01/PC01 Plus Postage.
DESCRIPTORS
Academic Accommodations (Disabilities); *Academic
Achievement; Critical Thinking; *Disabilities; Educational
Assessment; Educational Change; *Educational Practices;
Educational Principles; *Inclusive Schools; Policy Formation;
Secondary Education; *Special Education; Testing
Accommodations; *Thinking Skills
IDENTIFIERS
*Authentic Learning
ABSTRACT
This brief provides an overview of the foundation and
framework for the Research Institute on Secondary Education Reform (RISER)
for Youth with Disabilities. RISER focuses on secondary schools engaged in
reform efforts that include students with disabilities and seeks to identify
restructuring practices that benefit all students. RISER's goal is to expand
the knowledge base related to practices in secondary schools that enhance
authentic learning, achievement, and outcomes for students with disabilities.
After discussing pitfalls and possibilities in education reform and
inclusion, the brief describes three essential features of authentic student
learning:
(1) construction of knowledge, in which students take information
and construct knowledge using higher order thinking process6s to transform
information into knowledge;
(2) disciplined inquiry, in which students draw
on the established knowledge base to conceptualize problems in terms of the
discipline and elaborate their inquiry via extensive writing; and (3) value
beyond school, in which students generate products of learning that have
an
audience beyond the classroom. The relationship between authentic achievement
and special education is explored and an expanded model of authentic
achievement is introduced, the Schools of Authentic and Inclusive Learning,
which addresses the needs and assets of students with disabilities.
(Contains
15 references.)
(JCR)
Reproductions supplied by EDRS are the best that can be made
from the original document
Research Rnsfittute on Secondary
en
tducatrion Reform (RJISER)
N
for Youth with Dis bilities
VD
71-
No. 1
EPARTMENT OF
EDUCATION
Otli
of Educational Research
and Improvement
El
ATIONAL RESOURCES
INFORMATION
[
CENTER (EIC)
R
This
Schoolls of Authentic and
document has been
reproduced as
received from the
person or organization
originating it.
,
lInchisive Learning
Minor changes have
been made to
improve reproduction
quality.
1
Points of view
or opinions stated in
this
document do
not necessarily represent
official OERI position
Allen Phelps,
Cheryl Hanle ys;Aliqxwe.
or policy.
Jeff
Biade\11,4 Valli Warren
f
!'
";,`,
he era of reform has arrived at the dobrStepfand captured the full attention
3
.
America.- In many communities,
fundamental
of
I
schools °, across
Jedrning, p:artiCulailriii high schools, are
assumptions about teaching
.
being carefully scrutinized and, iii,some .cases;IrafiSformed dramatically. For the
years (i e., Since the pOlication otlAWation at Risk), the political,
past'
ecimomi6;and social efficacy of, high sohoolS' has been challenged by business
leader's, parepts,:"and politicians iSliecific reform movements (e.g., standards-
based'reform, school restructuring, vouchers, school-to-work, charter and choice
schools) emerged rariidly,m.reSponse to these concerns and the poor performance
\yoUtli,:ion international comparisons of student achievement. This
trendiis reqUiring,secondary-level educators to re-examine their teaching in terms
ofi'what new approaches
curriculum and
instructional strategies,
(e.g.,
organizational models, and support services) are available, and what results (e.g.,
.
academic achievement gains, post-school outcomes) have they achieved.
Unfortunately, most of the recent emphases on educational reform (and the
related programs and strategies) have been generated with limited research or
consideration of the implications these reforms hold for students with disabilities.,
We have reached a critical point in the educational reform dialogue where special
Continued on page 3
1025 West Johnson Street, Suite 461, University of Wisconsin-Madison,
Madison, WI 53706
[phone] [phone] fax
http://www.wcer.wisc.edu/riser
BEST COPY
AVAILABLE
INSTITUTE MISSION
ACKNOWLEDGEMENTS
The mission of the institute is to expand the current
knowledge base related to practices and policies in
Thank you to Bruce King, Jennifer Schroeder,
and Mary
secondary
enhance
that
schools
learning,
Jackie their
Buckley Fish
for
achievement and postschool outcomes for students
contributions
invaluable
Brief.
to this
with disabilities.
Additionally, thank you to Lizanne De Stefano,
Barbara Guy, Susan Hasazi, David Johnson, and
411
Martha Thurlow for their assistance
the
in
II.'
conceptualization of the RISER model.
CORE RESEARCH QUESTIONS
RISER Information
of
What
critical
features
are
instruction,
1.
assessment, and support strategies
that promote
DIRECTORS
authentic
understanding,
achievement
(and
and
performance) "for all students?
Cheryl Hanley-Maxwell
L. Allen Phelps
have changes in authentic inclusive learning
and schooling practices affected the school and
PROJECT OFFICER
postschool outcomes (and
for
their
interaction)
',disabilities
students
with
(collectively
and
Marlene Simon
disaggregated) using frames of reference focused on
eqinty, value added, and accountability?
`3: How do schools accommodate district and state
RISER Staff
outcome
assessments,
do
and how such
accommodations affect the participation in, reporting
Jeff Braden
of, and validity of assessment?
Brian Bottge
Jacquelyn Buckley
schools evolving toward authentic
and
4.
In
Mario Sanchez :Dealca
inclusive
instruction,
what
are
the
roles
and
Mary Fish
as they engage in
expectations of stakeholders
M. Bruce King
planning
for
secondary
postsecondary
and
Marianne Mooney
experiences?
Carie Novitzke
Jennifer Schroeder
What contextual factors are required to support
5.
Valli Warren
and sustain
the development of secondary-level
Michele Flasch Ziegler
learning
environments
that
promote authentic
understanding, achievement, and performances for all
students?
The preparation of this paper was supported by a
grant from the U.S. Department of Education,
What strategies are effective in providing both
6.
Office of Special Education and Rehabilitative
information and support to policymakers, school
Services, Office of Special Education Programs
administrators, teachers, human service personnel,
(#H158J70001) and by the Wisconsin Center for
and the community so they utilize the findings to
of
Education
Research, Education,
School
create
support
learning
environments
and
that
of
University Wisconsin-Madison.
Any
promote authentic understanding, achievement and
opinions, findings, or conclusions are those of
performance for all students?
the authors and do not necessarily reflect the
views of the supporting agencies.
2
BEST COPY AVAILABLE
or
workplace,
education programs and the links to related
live
enter
the
college,
independently. One recent analysis of postschool
disabilities,
developmental
disciplines
(e.g.,
outcome studies (Phelps & Hanley-Maxwell,
must
be
health)
mental
rehabilitation,
1997) reveals results for youth with disabilities
redesigned, along with programs in
general
that are uniformly disappointing. The dropout
education, and in a way that
is maximally
of
those
exceed
these youth
for
rates
Special
education.
general
with
integrated
nondisabled- students by nearly a factor of two.
education and other programs addressing the
While nearly 85% of high school students
needs of young people with disabilities. cannot
graduate in four years, only 55% of learning and
evolve in isolation from the broader national
emotionally disabled students receive a high
interests and reforms. As the world
policy
school diploma. For students with disabilities
(and
students
changes,
all
school
beyond
who do complete
to
access
high school,
especially those with disabilities) must have
postsecondary
and
earnings,
employment,
access to challenging curricula and instructional
education falls substantially below that of their
prepare
to
them
will
that
experiences
peers. Hence, the U.S. Department of Education
successfully meet the new academic learning
continues to challenge educators and citizens to
standards that characterize what graduates must
build learning systeins that ensure all students
know and be able to perform.
will achieve challenging academic standards.
IDEA Amendments
recently
enacted
The
Reconciling the conflicts between standards-
that
are
and
themes
emphasize principles
based educational reform and individualized
consistent; with
advance
efforts
to
the
diversity.
and
which equity
education,
in
educational reformgenerally (see text box).
concerns are of paramount importance, will'not
possible, The
does seem
but
easy,
it
be
Committee on Goals 2000 and the-; InclUsion of
(source: IDEA '97
Strategiei' for Simcess
(McDonnell,
Disabilities
with
Students
McLaughlin, & Morison, 1997) argires,that the
Overview)
=
convergence of these pOsitionS can be adhieved
if two principles are implemented:
children
for
expectations
with
Raising
disabilities
Our two guiding, principles are that
involvement
the
parental
Increasing
in
all students 'should have access to
education of their children
standards aildthat,policy
Ensuring that regular education teachers are
makers and educators :ShOuld be held
planning assessing
and
involved
in
for
every
acdountable
publicly
children's progress
student's perforinance. However, we
disabilities
in
with
children
Including
also conclude that adaptations will be
assessments, performance goals, and reports
for some
with
students
required
to the public
disabilities, particularly those with
quality
professional
Supporting
cognitive
disabilities.
significant
personnel who are
development for
all
incorporate
efforts
Moreover,
to
children
with
educating
involved
in
disabilities
varying
students
with
disabilities
effectively will be hindered over the
short term by a shortage of financial
http://www.ed.gov/offices/OSERS/IDEA/
and resources,
an
professional
overview.html
"inadequate research base" (emphasis
added); and conceptual ambiguities
in both policy frameworks. (p. 2)
Brief provides
of
overview
an
the
This
For youth with disabilities, as well as other
foundation and framework for the Research
youth, the experiences of high school can have
Education
Reform
Secondary
Institute
on
long-term effects on opportunities to attend
3
4
BEST COPY AVAILABLE
(RISER) for Youth with Disabilities. RISER
general education environment and instructional
this time) for
practices are not suitable
focuses on secondary schools engaged in reform
(at
students with disabilities. For example, negative
efforts that include students with disabilities and
teacher
toward students
attitudes
with
-restructuring
educational
identify
seeks
to
disabilities, lack of teacher and administrator
practices that benefit all students. RISER's goal
knowledge/competence related to instruction of
is to expand the current knowledge base related
and the need for
students with disabilities,
to practices and policies in secondary schools
that enhance authentic learning, achievement,
ongoing teacher undermine
support
may
and related postschool outcomes for students
for
successful education students
with
disabilities. At the instructional level, critics cite
with disabilities. Hence, the focus of the institute
studies (see below) that document problems with
is to examine how inclusive efforts interact with
in general education, and in
general education classroom practices as they
reform efforts
based on
relate, to students with disabilities. These studies
authentic
efforts
particular
those
find that general educators primarily rely on
achievement (Newmann & Wehlage,
1995;
large group instruction with little attention to
Secada,
Newmann, Wehlage,
& 1995).
from which
progress.
individual
General
needs and
foundation
the
Therefore,
the
educators are_ foUnd -no be mostly concerned with
agenda
built requires
an
research
is
understanding of inclusion issues as well as
maintaining Oassronm routines and conformity
(Baker
authentic achievement prior to discussing the
1995; McIntosh,
1990,
ZrgmOrid;
Vaughn, 1,Schumm,/ Haager, & Lee,
RISER model.
1993;
Ziginond & Baker,/,1994). Additionally, general
prepared to
education Jeaeherg Ado not feel
Education Reform and Inclusion::
develop accommodations and do not have
Pitfalls and Possibilities
enough c011aboratfon time with special educators
.
accommodations
develop
instructional
to
Some special educators attempt 'to improve- me
1995). As
(Schurrim', & Vaughn,
a- result,
general
and
connections
between
Y special
accommodations are rarely used unless they are
education by advocating 'the, education 'of
easy to implement and have limited impact on
education
the
students
within
general-
<
or
classroom
routine
time (Fuchs,
Fuchs,
inchisive
these
educators,
mainstream.
To
Hamlett, Phillips, & Karns,
1995; Munson,
education is the besr way-lo provide ediication
1987).
for students with disabilitieS.Lipsky:and Gartner
necessary' factors
identify
in
(1996) seven
These critics argue for a continuum of services
successful inclusion. ," visionary leadership...,
of students
to the needs
meet
with
all
collaboration..., refocused use of assessment...,
disabilities. Furthermore, their concerns about
supports for staff and students..., funding...,
general education as the primary setting for
effective parent involvement..., and curricular
consider
instruction they
deepen
when
adaptation and adopting effective instructional
secondary education. "The curriculum shifts into
practices..."
Inclusion efforts
11-12).
(pp.
high gear in the form of bodies of knowledge,
appear to be growing. They currently occur in
usually referred
content-area courses.
to
as
every state, many locations, at all grade levels
Students are expected to digest the material and
types of disabilities
and with
(National
all
through their skills demonstrate the ability to use
Restructuring
Center
and
Educational
on
the information for ever increasingly abstract
Inclusion, as cited in Lipsky & Gartner, 1996).
purposes. These purposes are only occasionally
of
use"
practical
everyday
the sense
in
Other special educators argue against inclusion
(Lieberman, 1996, p. 22). But in this way many
for students with disabilities. "We understand
students with disabilities are not provided with
relatively little about how student placement
the skills and knowledge essential for their adult
determines what is possible and what is probable
lives. When inappropriate content is coupled
outcomes are
instruction and
far
as
its
as
with greater difficulty in skill and knowledge
concerned" (Kauffman, 1993, p. 8). To add to
acquisition, application, and retention, the. end
this uncertainty, inclusion critics charge that the
4
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achievement' be used to restructure school and
students
These
disastrous.
result
can
be
classroom settings that allow all students to learn
experience a reduced "end-point" (acquiring less
together and be successful beyond school?"
skill and knowledge than do their peers without
disabilities), few skills that are needed for their
everyday survival, and a great deal of difficulty
Authentic Learning, Teaching
applying what they have learned to everyday
tasks and settings. Interestingly, the identical
and Schooling
of high
criticism
argument undergirds
the
Educators, policymakers, and researchers must
schools in general. All students are said not to be
getting knowledge and skills they can use in
grapple with the question, "What makes school
today's real-world settings (U.S. Department of
reform successful?" After examining data from
more than
U.S.,
across the
schools
1,500
Labor, 1991).
Newmann, Wehlage, and colleagues came to,the
conclusion that school reform was successful
Although these issues may be argued in moral,
at the
terms,
when it created authentic student learning. That
philosophical
and
ethical,
administrative
individual classroom or system level, the debate
methods,
instructional
is,
may also be addressed in empirical terms. That
structures, ancl,comn)unity/school supports did
is, rather than arguing if it is possible or right,
themselves, lead to better student
not in,anCI,Of
we are interested in addressing the question,
outcomes in restructured schools; rather, it was a
"Can youth
primary focus...on, student achievement
fully
that
and
be
disabilities
with
effectively included in redesigned/restructured
unsuccessful
from
distinguished
successful
high schools?" The answer to
this question s"\
gchooti reform-effdits. Successful schools kept
on how
their focus as they
'student performance as
one,,, defines f; a
depends
part
in
successfully restructured high school. setting. We
-nrodified iinstructional practices, administrative
of
Structures; and community/school supports to
constructs
"authentic;``
the
selected
have
achieve student learning (Newmann & Wehlage,
student achievement", and ''aiithentiO pedagogy"-
they emerge& from
stifdy '-of
as
< a
restructured schools . (Newmann & Wehlage; ,;)
1995; Newmann et 4,1995) to help us' define;
Student learning is the core of successful school
reform. Authentic student learning, uncovered in
successful restructuring.,
of
classrooms
studies
longitudinal
in
of :authentic
learning
and
restructured schools, has three essential features:
The
constructs
teaching were chosenlfor \seyeial reasons. First,
they address the instructional level concerns
of
which
Construction
knowledge,
in
1.
raised by special; educators opposed to more
students take information and construct (not
inclusive educational models. Clearly,
merely reproduce) knowledge using higher
these
order thinking processes
organize,
concerns argue for overhauling the entire system
(e.g.,
pursuit of new and more
synthesize, interpret, explain, evaluate) to
of education
in
appropriate student outcomes. Second, authentic
transform information into knowledge.
improved
Disciplined inquiry, in which students draw
associated
with
instruction
is
2.
on the established knowledge base (e.g.,
outcomes for a variety of students, including
students considered to be at risk. Third, many of
studies)
to
social
mathematics,
terms of the
the critical elements of authentic achievement
conceptualize problems
in
discipline (e.g., using the scientific process
critical
in
identified
as
parallel
elements
to understand biology), and elaborate their
inclusive education in general and some specific
special education practices. Finally, authentic
inquiry via extensive writing.
Value beyond school, in which students
specific
not dictate
achievement
does
3.
frames the
generate products of learning that have an
instructional methods. Instead,
it
audience or value beyond the classroom
purpose of every administrative and instructional
activity within the context of authentic student
(e.g., published poetry, collection of data for
genuine research projects). Such products
learning. Therefore, we ask, "Could 'authentic
5
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contrast with products that exist primarily or
Authentic Achievement and Special
solely for purposes of educational evaluation
Education
(e.g., tests, quizzes, papers that only teachers
read).
For
educators
years,
many special
have
considered concepts that parallel the essential
Schools that structure their pedagogy, school
features of authentic achievement. However,
organizational capacities, and external supports
they have used different terminology to refer to
to achieve authentic student performances are
these
practices.
related Special
skills
and
in promoting high-quality
to succeed
likely
education literature devoted to learning to learn,
student outcomes, as measured by in-class tasks
using metacognitive strategies (e.g., problem
of
academic
standardized
measures
and
solving), building on foundational information,
achievement. Furthermore, 'these outcomes are
learning to generalize, and curriculum based
likely to be equitable (i.e., they tend to reduce
assessment all reflect skills and practices that are
diverse
among
differences achievement
in
emphasized
those
consistent
the
with
in
minority and class groups; Newmann, Marks, &
construction of knowledge component. Each of
Gamoran, 1995).
these techniques.-focuses on developing and
utilizing higher, order thinking. Additionally,
Implementation of authentic achievement and
beyond
they move
to
require_ Students
schooling depends heavily on the commitment
reproducing knowledge to manipulating and
and competence of teaching staff to realize its
afiplSring it Often in 'a way that is meaningful in
aims. The intent of authentic achievement and,
their lives:
schooling as a framework is to focus educators'
attention on the knowledge and skills they want,
Special education literature currently reveals
master. When fodiging on the
students
to
of
the
attention to disciplinary
use
little
knowledge and skills they want: students to
practices. However, it contains other practices,
examine ,the,
need' '-to
educators
master,
which appear to parallel the remaining elements
tests/assessments and instruction they use':These,'
inquiry. When an expansive
of disciplined
pedagogical tools reflect the extent: of cognitive
definition of disciplinary content is utilized, it is
challenges posed to students. The: presence of
clear
educators
special have always
that
cognitive challenges ;ernbedded: ,in ; instruction
students with disabilities
demanded that
all
influences the quality, of student learning and is
of
demonstrate
foundational
level
some
reflected in authentic' student achievement. In
knowledge associated with the various academic
order for authentic `student achievement to occur,
disciplines. This includes functional skills and
educators need to engage in authentic pedagogy,
activities of daily living skills. Special educators
where instructional and assessment strategies
have attempted to ensure that students have
think, develop in-depth
require
students
to
"deep knowledge"
"disciplines"
the
in
by
understanding, and apply their knowledge to the
utilizing
discrimination learning
techniques,
real world. Authentic achievement, therefore, is
demonstrate
multiple approaches
to
skill
of authentic pedagogy and
a definition
is
or knowledge
of
content,
proficiency
and
supported by the organizational capacity of the
placing emphasis on developing understanding
school and external
of
Elements
supports.
beyond rote memorization to application and
authentic achievement appear to be found in
generalization. Furthermore, special education
These
special education practices.
some
practices required
elaborated
have often
practices are discussed below and are followed
communication of knowledge and skills by
with a discussion of other considerations as they
requiring performance in many community and
relate to students with disabilities.
school settings, over various time periods and
within the context of various tasks. In recent
years, special educators have also explored the
use of collaborative and cooperative learning
strategies
deepen
student
ways to
as
understanding and skill/ knowledge acquisition.
7
6
AVAILABLE
COPY
BEST
that not all instructional experiences can capture
education
special also
However,
been
has
accused of operating from a deficit model in
all three elements. In fact, "repetitive practice,
retrieving information, and memorization of
lowered
significantly
there
which
are
rules may be necessary
expectations for student skills and knowledge's
facts or build
to
knowledge and
for
foundation
skills
(Trent, Artiles, & Englert, 1998).
a
as
authentic performance" (Newmann & Wehlage,
p. 11). Newmann and Wehlage recommend that
The value beyond school element appears to be
educators not abandon all forms of less authentic
the most readily translatable to special education
work. Instead, educators should focus on the
special educators have
practices. For years,
goal of authentic achievement as they plan,
issues/
problems,
focused
real life
on
deliver, andevaluate educational experiences for
emphasized the critical need for experiential and
their students. Finally, Newmann and Wehlage
personalized
community based
learning,
emphasize that specific educational practices do
learning through the use of the IEP and targeting
NOT equal authentic learning. Although some
for students,
individual and
task
relevance
instructional practices appear more authentic
attended to assisting students in generalization
(e.g., hands-on projects, small group work), it is
addition,
the
across
In
tasks settings.
and
the intellectual dernands of student performance
performances of special education students are
often evaluated by individuals who are not
that detertninesauthenticity.
including employers and parents.
educators,
historically
has
Although
education
special
RISER Model
emphasized .student performance in nonschool
contexts (e.g., school-to-work transition, 'life/ \
:AlthoUgh authentic \achievement provides the
community skills), the authentic achievement
basis `_Of the investigative framework for this
definition of value beyond school is different".
project, we have 'Modified the original model to
specifically addres the' needs and assets of
Value authentic
beyond
;the
school,.,--.in
the products=
achievement paradigm ,means:
students with disabilities. This expanded model
of student learning liave,an immediate personal_
is knOWn as Schools of Authentic and Inclusive
or public value within the context of that task,
Learning (SAIL). To accomplish the goal of the
Institute, we have conceptualized, the' SAIL
The products may : alSb have and eventual value
beyond school if the SVidehts choose td, explore
primary
three
parts:
outcomes,
model
as
those connections'., Forviemple, learning to
teaching and learning, and policy and context
balance your checkbook for,the purpose of being
(see Figure 1).
able to run a household in the future would not
meet the value beyond school criteria, in and of
Outcomes
itself. However, ifkhe student currently has a
checkbook that needs to be balanced and that
As highlighted by Newmann and Wehlage, a
student makes the connection to the future need
clear, shared vision of student learning that
to balance her checkbook, then the task is said to
authentic achievement
produces
creates
a
be authentic.
learning environment where all
students are
challenged academically. The RISER vision of
center on the
reform and inclusion
Considerations
efforts
outcomes that reflect high intellectual quality.
Therefore, we begin with the standards for
applying achievement
When
authentic
to
of
questions
disabilities,
the
students
with
authentic achievement defined by Newmann and
adaptation and accommodation arise. Within
Wehlage (1995) and Newmann et al. (1995). We
authentic achievement, the curricular level or
add to these outcome standards graduation rates
complexity can be adjusted to meet diverse
attendance
performance
rates,
and
on
student abilities. Thus, the model generalizes
standardized tests, performance on standards and
benchmarks (reflecting the core attributes of
across grades, and across individuals at different
ability levels within a classroom. Furthermore,
authentic achievement), and other assessments
Newmann and Wehlage (1995) acknowledge
used to determine the effectiveness of school
8
BEST COPY AVAILABLE
teachers, administrators, support service staff,
practices (e.g.,. district, state proficiency tests).
parents, and others in creating frequent and on-
Additional considerations will be focused on
level. We also
going communication regarding student learning
work/performance
students'
and achievement. Additionally, we will examine
regard as 'important post-school outcomes that
leaders
community
are
parents
and
how
reflect adult life: employment, continuing post-
involved in planning and setting standards for
secondary education, independent living and
students' learning outcomes and experiences,
community functioning, and social-emotional
and how teachers enhance their professional
functioning.
development.
The following research questions are being
The research questions for policy and context
addressed in the RISER model: (a) How have
inclusive learning and
are: (a) In schools evolving toward authentic and
authentic
changes
in
inclusive instruction, what are the roles and
schooling practices affected the within-school
expectations of stakeholders as they engage in
and post-school outcomes for students with
post-secondary
for
secondary and
planning
disaggregated)
and
(collectively
disabilities
What contextual factors are
using frames of reference focused on equity,
experiences? and
(b)
required to support and sustain the development
value added and accountability? and (b) How do
of secondary-leNiel learning environments that
schools accommodate students with disabilities
promote authentic ,understanding, achievement,
in district and state outcome assessments, and
how do
and performances for all students?
affect
the
accommodations
such
participation in, reporting of, and validity of
Conclusion
assessment?
Currently, special educators are in disagreement
Teaching and Learning
what' constitutes
appropriate
optional
as
to
for
students
with
educational,--opportunities
Teaching and learning within the SAIL ,model
disabilities. This discussion centers on the issue
emphasizes pedagogical practiCes reflecting-high
Of inclusion. Proponents of inclusion argue that
intellectual quality: We will,focus-On identifying
the general education setting provides the widest
and describing learning,eicpenences in WhiCh alh
array of opportunities for all students. Inclusion
students produce knowledge through .,higher
operations. We extend
critics state that the impact of setting has not yet
the
thinking
order
been documented and that general education
"value
chaiacreri4ic
achievement
authentic
reformed
before
significantly
be
needs
to
beyond school" to;includelearning in nonschool
inclusive efforts can be seriously considered.
authentic
alter
we
the
Finally;
contexts.
Historically and unfortunately, general education
elaborated
requiring
standard
achievement
little
written communication to include a variety of
provided
reform
often
efforts
have
consideration to the needs and goals of students
used
various
modalities
in
communication
with disabilities. Despite these circumstances,
necessary
with
professions,
disciplines
and
some of these efforts have shown promise for
adaptations and accommodations.
for
without
outcomes students
improving
pedagogy
The research question related to this aspect of
and
Authentic
disabilities.
features of
achievement has shown particular promise for
What are critical
the model
is:.
outcome improvement with many types of
instruction, assessment, and support strategies
students, including students considered at-risk
understanding,
authentic
that
promote
for school failure. Given the similarities between
achievement, and performance for all students?
reform based on authentic achievement and
reform based on inclusive education, RISER has
Policy and Context
decided to investigate how teaching and learning
achievement
affects
authentic
focused
on
community
and
professional
Finally,
the
students with disabilities. In 1999 and beyond,
also being examined.
supports are
external
working with schools who have
RISER is
Research in this area explores the engagement of
8
9
BEST COPY AVAILABLE
(pp. 1-10). Washington, DC: National Academy
of
elements,
reform
incorporated
both
their
into
efforts, Press.
inclusion
instruction
and
current schooling operations. We will identify
S. M. (1987).
Regular education
and document practices that are effective for all
Munson,
students, attempt to replicate these practices in teacher modifications for mainstreamed mildly
of
Journal
handicapped
Special
other sites, and disseminate the results. Our goal
students.
to identify and disseminate practices that
Education, 20(4), 489-500.
is
including
those
ensure
with
students,
all
Marks, H., & Gamoran, A.
Newmann, F.,
disabilities, meet high levels of authentic student
and
pedagogy
Authentic
student
(1995).
performance.
of
performance.
Madison:
University
Center
Wisconsin,
Organization and
on
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