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Walter Cronkite High School: A Culture of Freedom and Responsibility
Author(s) -
Morocco Catherine Cobb,
Clay Karen,
Parker Caroline E.,
Zigmond Naomi
Publication year - 2006
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2006.00214.x
Subject(s) - psychology , learning disability , set (abstract data type) , population , academic achievement , mathematics education , medical education , pedagogy , developmental psychology , sociology , medicine , demography , computer science , programming language
Walter Cronkite High School is a comprehensive high school of nearly 4,000 students, located in New York City. The population of students with disabilities includes many students with severe and low‐incidence disabilities, including 70 students with visual or hearing impairments and 20 students with orthopedic impairments. Cronkite High School's academic program reflects the belief that if students with disabilities can choose among a motivating set of intellectual options, receive appropriate academic support, and assume responsibility for their learning, they will be successful. The school puts that belief into practice through an “assembled puzzle” of academic opportunities, academic supports, and social opportunities designed to respond to highly varied student interests and academic needs. We describe “how the school works” through case studies of three students with learning disabilities and through an analysis of the high school transcripts of 36 students with disabilities who are recent graduates.