An exploratory study of policy, procedures, and programs for students with special needs assigned to alternative schools in north central West Virginia [electronic resource] /

by Belcastro, Richard M.

An Exploratory Study of Policy, Procedures, and Programs For Students With Special Needs Assigned to Alternative Schools in North Central West Virginia Richard M. Belcastro Using an exploratory method this study examined the policies, procedures, and programs for students with special needs assigned to alternative schools in North Central West Virginia. Initially, twelve special education directors in West Virginia’s RESA VII were surveyed to determine what approach was being used to serve students with special needs assigned to alternative schools. Four alternative school staffs were selected to be interviewed to determine what were the policies, procedures, and programs in serving students with special needs assigned to alternative schools. Disruptive and at risk students have long presented a dilemma for local school administrators. While trying to maintain the balance of providing these students their educational services and providing the rest of the school a safe learning environment, school officials are placed in an unique predicament. To further complicate matters, when misbehaving students are identified as having special needs, previously implemented discipline methods may no longer be not only inappropriate but illegal as well. Alternative schools appear to be gaining momentum as a fit setting for providing educational services to those identified as at risk or suspended and expelled. The purpose of this study was to examine the policies, procedures, and programs for students with special needs who are sent to alternative schools. This study found that, according to special education coordinators in north central West Virginia, there exists no clear-cut approach in serving students with special needs assigned to alternative schools. Additionally, alternative schools, for the most part, were found to be lacking specific policies that address placement for all students and IEP procedures for those students who have special needs. Procedures regarding communication between home and alternative schools were likewise nonexistent. Additionally, the alternative school programs should incorporate specific intake and exit meetings where goals for each student are identified and implemented. iii