Students with Disabilities in Charter Schools: A Case Study to Inform Policy and Practice

Abstract

In this case study, I conducted an in-depth examination of a Midwest Montessori Charter School’s ability to serve students with disabilities (SWDs). I studied whether the administrators, staff, parents, and students believed the school could serve SWDs in compliance with the Individuals with Disabilities Education Act (IDEA). I investigated how the school’s unique mission and curricular design enhanced or inhibited efforts to meet the needs of SWDs. I also studied what training, resources, and expertise the participants perceived was needed to effectively serve SWDs in the charter school setting. I interviewed students with disabilities, parents of students with disabilities, and school staff to answer my research questions. The parents and students had prior experience with special education services at regular public schools before enrolling in the charter school. Each reported being more satisfied with their educational experience at the charter school than at their former regular public school. School staff members perceived their special education services as compliant with the federal law that protects the rights of students with disabilities in public schools. My interview data were supported by observations in multiple settings and a review of school data from the state database and the school’s website. After analyzing the data, several themes emerged: 1.) Special education services at the school were perceived as adequate, and in some cases superior, to those offered in regular public schools; 2.) There was a lack of urgency regarding student performance on state mandated, accountability-driven testing; 3.) The school prioritized community and communication to foster student success; 4.) The school was not readily prepared to serve students with severe cognitive and/or physical disabilities; and 5.) The charter school stakeholders valued and implemented a full inclusion model to serve their SWDs. In the final chapter, I discuss the implications of my study for legislators, regular public and charter school practitioners and parents.