Archived Information

Instruction

Research confirms that charter schools vary tremendously in terms of school size, student demographics, educational purpose, and other key school characteristics, including instructional approach (Education Commission of the States, 1995; RPP International & University of Minnesota, 1997). In their examination of Colorado charter schools, McLaughlin, Henderson, and Ullah (1996) found considerable diversity in both curriculum and instruction. Some schools had a structured academic focus, others were experiential and utilized a student-directed learning approach, and some focused on a specific subject matter. Furthermore, more than half of charter schools are newly created and the remaining schools converted from private schools or existing public schools or programs (RPP International & University of Minnesota, 1997). The implications for students with disabilities of different school histories and different instructional models are largely unknown.

One study highlighted concerns regarding the effect of instructional models. McKinney and Mead (1996) examined districts offering school choice, not charter schools per se, and found that the specialized approach many schools adopt in providing instruction has resulted in a multitude of unique curricula. Those schools that adopt a single curriculum or one instructional approach may have problems serving some students, including those with disabilities. Based on case studies developed in five urban districts, the researchers reported that where one instructional approach is available in a school and this approach is not aligned with a student's needs or learning abilities, the school has difficulty developing and implementing an IEP that is relevant to the student.
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[Financing Special Education]

[Due Process and FAPE]