Laura Owens, Lynn Kohkol
An examination of alternative and traditional school settings through the eyes of secondary students who have been labeled with emotional/behavioral disabilities. Six participants assigned to two focus groups were interviewed regarding their experience in both alternative and traditional educational settings. Through the analysis of video- and audio-taped interviews, common themes were revealed across the focus groups. Important to both groups was the desire for authentic relationships with teachers, based on mutual respect, and to be educated in classrooms with small numbers of students.
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