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PROGRAM ELEMENTS FOR SPECIAL NEEDS STUDENTS IN A HYBRID SCHOOL SETTING
by
Edd Clayton Bond
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Edd Clayton Bond
Object Description
| Title | Program elements for special needs students in a hybrid school setting |
| Author | Bond, Edd Clayton |
| Author email | ecbon606@aol.com;ecbon606@aol.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-03-06 |
| Date submitted | 2012-04-26 |
| Date approved | 2012-04-26 |
| Restricted until | 2012-04-26 |
| Date published | 2012-04-26 |
| Advisor (committee chair) | Hentschke, Guilbert C. |
| Advisor (committee member) |
Dwyer, David C. Crew, Rudolph |
| Abstract | Public charter schools have become a bigger and bigger part of the public school landscape. Online education has also grown exponentially over the past decade. In recent years a new instructional model has emerged within the charter school community. This model is known as blended or hybrid instruction. Blended instruction involves some combination of online and face-to-face instruction. ❧ Public hybrid charter schools must allow access to all students including special education students. They are subject to the same regulations and laws as all public agencies with regard to students with disabilities. Hybrid schools also have to look at technology access issues that may be associated with students with disabilities. ❧ This study examined perceptions of how special education students are served at public charter hybrid and online schools. It asked about and compared and contrasted perceptions of satisfaction levels among various stakeholders affiliated with hybrid and online schools. Those stakeholders included special education students, parents, and staff. The study also analyzed program elements for special education students at hybrid and online charter schools. Data was gathered through online surveys, interviews, and observations at online and hybrid schools chosen from an Innosight Institute database and other sources. The Innosight Institute is a research organization dedicated to organizational improvements in education and health care. Stakeholder data was collected from five schools. Interviews and observations were collected at two of those schools. ❧ The surveys found that the vast majority of stakeholders, both general and special education, were satisfied with the overall program and preferred the online or hybrid instructional model to a traditional school. This was an expected outcome since these are schools of choice and students wouldn’t attend them if they didn’t perceive an advantage with the instructional model there. ❧ The two schools selected for case study yielded a great deal of information about several program options. The schools utilized five different instructional program models. Each of the models was analyzed in five key areas associated with high student achievement. The areas of analysis were the existence of differentiated instruction, the presence of highly qualified, experienced teachers, the presence of a system of constant monitoring and accountability, providing students with opportunities to demonstrate learning in various ways, and opportunities for students to interact with peers and staff. ❧ The goal of this study was to paint a picture of perceptions of the current state of special education services within the hybrid and online schools that form the study sample. Ideally, the data collected and the conclusions drawn can be used by similar schools to develop or improve their special education service delivery. The study also attempted to determine if there were explanations for the low enrollment rate of special education students in the public charter schools studied. It also attempted to identify program elements to explain why the subjects of this study seemed to be relatively satisfied with their education. |
| Keyword | special education; charter; hybrid; blended |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Bond, Edd Clayton |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-BondEddCla-658.pdf |
Description
| Title | Page 1 |
| Full text | PROGRAM ELEMENTS FOR SPECIAL NEEDS STUDENTS IN A HYBRID SCHOOL SETTING by Edd Clayton Bond A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2012 Copyright 2012 Edd Clayton Bond |
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