[PDF] Afterschool And Students With Special Needs Afterschool Alert Issue Brief eBook

Author : Afterschool Alliance
Publisher :
Page : 5 pages
File Size : 31,93 MB
Release : 2008
Category :
ISBN :

GET BOOK

Children with activity limitations are often referred to as having special needs, or being disabled or differently-abled. This simply means that they are unable to participate fully in age-appropriate activities because of chronic physical, mental, emotional or behavioral conditions. This brief examines the role of afterschool programs in reaching out to and providing enrichment opportunities for special needs students. It includes examples from programs and promising practices for others interested in learning more, implementing, or incorporating successful strategies into their own special needs programs. Specifically, the brief explains how: (1) inclusion of students with special needs in the classroom is beneficial to all students; (2) afterschool programs use a range of ways to include students with special needs; (3) afterschool programs positively impact students with special needs in key areas; (4) afterschool improves academic, cognitive and social skills; (5) afterschool provides access to physical activity and play; and (6) afterschool supports families. (Contains 21 endnotes.).

Author : Afterschool Alliance, Washington, DC.
Publisher :
Page : 2 pages
File Size : 48,83 MB
Release : 2004
Category :
ISBN :

GET BOOK

Afterschool programs can provide important benefits to all students, including those who have learning, developmental and physical disabilities. Students in afterschool programs have better grades and behavior, increased self-esteem and more positive attitudes about school. For students with special needs, afterschool programs also provide a level of individualized attention that they might not receive during the school day. This issue brief provides examples of successful afterschool programs for special needs students. (Contains 7 endnotes.).

Author : Afterschool Alliance
Publisher :
Page : 10 pages
File Size : 47,25 MB
Release : 2014
Category :
ISBN :

GET BOOK

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students with disabilities and other special needs, data utilization to improve programming, and keeping children safe and supported. Based on the Department of Education's National Center for Education Statistics' most recent report, 13 percent of public school students, approximately 6.4 million students were identified as having a disability or other special need and served by a federally supported special education program. Research shows that, compared to students without disabilities, students with disabilities and other special needs face additional challenges as they move through school and into adulthood. Afterschool programs create a safe space where students of all abilities can learn and grow side-by-side, respecting and appreciating one another's similarities and differences. This issue brief highlights the valuable source of support afterschool programs offer to students of all abilities and presents examples of programs that provide an inclusive environment that fosters a sense of belonging and promotes the overall success of every student. [For the related reports, see "Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63" (ED546845); "Keeping Kids Safe and Supported in the Hours after School. MetLife Foundation Afterschool Alert. Issue Brief No. 65" (ED546850).].

Author : Afterschool Alliance
Publisher :
Page : 12 pages
File Size : 26,15 MB
Release : 2014
Category :
ISBN :

GET BOOK

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students with disabilities and other special needs, data utilization to improve programming, and keeping children safe and supported. With the goal to equip their students with the knowledge and skills they will need in college and in the workplace, currently 45 states have adopted the Common Core State Standards. As the Common Core begins entering more classrooms across the country, students and parents need additional help to understand the standards and familiarize themselves with the standards, and teachers and schools require additional support to ensure they are able to raise student achievement to meet the standards of the Common Core. Afterschool programs can be--and in many places, already are--an integral source of support for teachers, schools, children and parents. This issue brief discusses assessments of U.S. students' math and reading skills compared to their peers globally, the call for a focus on 21st century skills, the goals of the Common Core to help raise students' ability to complete on a global stage, and the variety of ways afterschool programs are working with students, teachers, and schools to support learning under the Common Core. [For the related reports, see "Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64" (ED546847); "Keeping Kids Safe and Supported in the Hours after School. MetLife Foundation Afterschool Alert. Issue Brief No. 65" (ED546850).].

Author : Afterschool Alliance
Publisher :
Page : 9 pages
File Size : 43,90 MB
Release : 2014
Category :
ISBN :

GET BOOK

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third issue brief in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students with disabilities and other special needs, data utilization to improve programming, and keeping children safe and supported. More than 15 million students are alone and unsupervised between 3 and 6 p.m, the peak hours for juvenile crime and a time of concern for working parents. Afterschool programs are giving working parents peace of mind and providing an environment where students can go to feel safe, find staff and mentors who they trust, learn to tackle challenging circumstances, avoid risky behaviors, and work on communicating effectively with their peers and interacting positively with others. This MetLife Foundation issue brief explores the variety of ways afterschool programs are helping keep middle schoolers safe, keep them engaged in learning, and help them take advantage of their full potential as they navigate school, peers and their surroundings. [For the related reports, see "Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63" (ED546845); "Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64" (ED546847).].

Author : Afterschool Alliance, Washington, DC.
Publisher :
Page : 6 pages
File Size : 34,72 MB
Release : 2007
Category :
ISBN :

GET BOOK

Since the introduction of the No Child Left Behind Act of 2001, schools have been under increased pressure to demonstrate gains in academic achievement, primarily measured through test scores. Despite school day interventions designed to improve student achievement, many schools struggle to improve these outcomes. In addition, there is growing interest in giving students broader opportunities and experiences so they have a better chance to succeed in these rapidly changing times. Those challenges, coupled with the upcoming reauthorization of No Child Left Behind, have led school system leaders and policy makers across the country to consider extending the amount of time children and youth spend in school in order to boost their academic performance and enhance their skills and knowledge. There's good reason to consider extending learning time. On average, children spend only 20 percent of their waking hours in school. Typically, schools are in session 180 days a year, six and one half hours a day. Keeping schools open longer to meet the needs of children and communities was recommended in 1994's "Prisoners of Time." Expanding learning opportunities was one key reason the federal government has invested in 21st Century Community Learning Centers--the nation's only federal funding source dedicated to afterschool programs--for nearly a decade. (Contains 13 endnotes.).

Author : Afterschool Alliance, Washington, DC.
Publisher :
Page : 2 pages
File Size : 17,85 MB
Release : 2002
Category :
ISBN :

GET BOOK

Studies show that afterschool programs improve academic achievement, reduce grade retention and increase student attendance and interest in school. Across the country, afterschool is a key element in strategies to turn around under-performing schools. The superintendent of Philadelphia and the governor of Virginia have used afterschool to turn their schools around. Congress recognized the benefits of afterschool by mandating provision of extra learning opportunities in afterschool hours through the creation of the Title I Supplemental Educational Services program. According to state departments of education, more than 7,000 schools in the United States are considered in need of improvement. Characteristics of successful schools include high academic achievement, clear standards and evaluation processes, community involvement and students who are engaged in learning. Afterschool programs offer a chance to reinforce and supplement the curriculum by offering new and different opportunities for learning that further engage students in school. Community involvement frequently is built in, as many afterschool programs are partners with community- and faith-based organizations. (Contains 7 endnotes.).

Author : Afterschool Alliance, Washington, DC.
Publisher :
Page : 2 pages
File Size : 22,82 MB
Release : 2004
Category :
ISBN :

GET BOOK

Service-learning is a form of instruction in which students design projects to address community needs as part of their academic studies. Many afterschool programs use service-learning to help improve youths' academic achievement, develop their leadership skills and strengthen ties to their community. With proven benefits, service-learning is popular with both schools and the public and studies have shown that youth who volunteer are less likely to abuse drugs, alcohol, cigarettes, or engage in destructive behavior and are more likely to do well in school, graduate, vote and be philanthropic. Service-learning has been shown to increase engagement in learning and can help increase skills that lead to improved academic achievement. Because of the hands-on nature of service-learning projects, many afterschool programs using service-learning report that youth often do not notice that their projects have reinforced academics until project staff point it out. (Contains 9 endnotes.).

Author : Yoho, Louise M.
Publisher : IGI Global
Page : 310 pages
File Size : 35,97 MB
Release : 2023-09-28
Category : Social Science
ISBN : 1668474387

GET BOOK

The dominant narratives of US rurality within educational research and literature centers on the Appalachian and southern US perspectives. However, there is a need to add texture and expand the vision of rurality in US schools and education. Expanding the Vision of Rurality in the US Educational System provides readers, especially college and university faculty in pre-service education programs, with a better understanding of the rural students they teach and the rural communities where they will eventually teach. It also attempts to move the discourse beyond the deficit framework for understanding rural communities. Though the book does not ignore barriers in rural communities, it focuses on the strengths and opportunities available to rural educators without depending on the rural idyllic. Covering key topics such as diversity, belonging, and regional rurality, this premier reference source is ideal for administrators, policymakers, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students.

Author : Afterschool Alliance
Publisher :
Page : 8 pages
File Size : 22,44 MB
Release : 2011
Category :
ISBN :

GET BOOK

Today's classrooms reflect a full spectrum of abilities, interests and cultures. In part due to standardized testing's influence on the school curriculum and the pace at which students must move through the coursework, meeting the needs of individual students during the school day is challenging. Many students are falling behind and, as a result, there is a growing necessity to provide more student-centered, personalized learning opportunities that accommodate different interests and approaches to learning. With the support and guidance of teachers and caring adults, students can become the center of their own learning and have the power to create innovative and experiential projects and activities. Increasingly, high quality afterschool programs focused on the whole child are helping youth gain access to more resources and providing an unparalleled space for them to have a hand in their own learning in ways that suit their most pressing needs and keenest interests. Innovative afterschool programs with a student-centered approach have the potential to prepare youth as responsible citizens who are in control of their future. (Contains 30 endnotes.).