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Regional Educational Alternative Learning |
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History of the REAL School Alternative
Education -
Integrating the Wilderness Enhanced Model into the REAL School RESEARCH
PAPER
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History of the
Regional Educational Alternative Learning (REAL) School The Windham REAL School was established in 1984 to meet the needs of students that were not successful learners in a traditional school setting. It was the product of collaboration between the Special Education directors from several school districts across Southern Maine in the USA. The Special Education Directors were looking at utilising resources within their school districts to create a substantial program for dealing with the needs of students designated as having Special Needs. This designation only came after students were identified by their school and underwent extensive assessment. However, once designated, a 'Special Education' students was protected under federal law to receive educational services that would allow them to integrate into mainstream schooling and would give them 'equivalency' to the educational opportunities À enjoyed by other students. Therefore, school departments were mandated by federal law to provide and fund programs that matched the needs of these students. The REAL School came into being in an effort to create an effective model of alternative education for these students. It was designed with several essential characters:
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As the REAL School was established several components were identified as important for students with little motivation to succeed at school. A sense of community or belonging was essential. This had been identified as a basic need by Glasser (1989) and by Maslow (1968) as a driving human need after food and shelter. Quay, Dickinson and Nettleton (2000) describe human existence as a balance between these two fundamental human needs: humans have an existential need for community as well as an existential need to be recognised as individuals. Many students come from schools where they feel they do not count. The REAL School promotes a caring environment by having a small number of students and high number of teachers. This allows students to develop a rapport with staff and helps them to feel more comfortable talking with staff about problems and concerns. This relationship between staff and students is vital to the success of the program. Traditional school programs have failed to motivate students who are experiencing difficulty for a variety of reasons. Successful learning for these students demands that instructional methods and activities other than traditional approaches be utilised. Students must be provided with different ways to learn. Howard Gardner (1993) looked at the assessment of intelligence as covering seven different areas. Effective teaching required a recognition of the preferred ilntelligences used in learning. Concurrently, Hermann (1989) was identifying thinking styles and examining the functions of the four sections of the brain. Again, individual preferences in style are an important consideration for effective teaching to occur. The curriculum at the REAL School is designed so that students meet with frequent success by utilising their individual strengths and motivation. Achieving this success in an educational setting is a new and different experience for many of the students referred to the school. As many of the students at the school are kinesthetic learners the curriculum is designed to reflect this learning style as well as incorporating the individual needs of the students. Academics are important at the REAL School, yet many of the students must deal with other issues before they are ready and/or able to learn. If something is troubling a student which is interfering with their learning, the time is taken to find out what is going on. Teachers take a part in this therapeutic intervention under the supervision of the counsellor or school psychologist. Staff at the REAL School are interested in developing the whole person not just the academic side. Many of the students have had such a negative experience with school that basic trust needs to be rebuilt. Academic requirements are geared to the needs of the student. Students are moved out of their seats to experience education in a whole new light. This experiential learning is lifelong learning. Experiential learning means that students are actively involved in an experience and that the experience is affected by their participation. They come away feeling that they have been a part of something and that their participation mattered. Students at the REAL School are provided with formal and informal instruction in the many processes of growing up. They learn the decision making, problem solving and coping skills necessary for them to function as responsible individuals. Social skills and attitudes are gradually improved. The community service component is an important part of experiential learning. Involvement in the community moves experience beyond a reflection on 'me' and onto a reflection of 'my place' in the wider social order. It provides a transition from an actualising individual to an actualising member of society. Students participate in real life experiences within the community. Students learn social skills and responsibility that cannot be duplicated in the classroom. Community service, the act of giving to another, helps the students to feel good about themselves. For many of these students self esteem and self respect are not feelings they have experienced in a constructive, positive environment for some time. The REAL School continues to review it's direction and develop approaches in tune with the demands of the present. As students are referred with greater needs to overcome and with an increased resistance to personal change, the school has incorporated the Stage Based Model of Change developed by DiCLemente, Norcrosse and Prochaska (1994) with the attitudinal challenges available through the Wilderness Enhanced Program outlined by Handley (1994). These fresh approaches fused with the experience and commitment that comes from 16 years of work with these students, ensures a strong future for the REAL School. As many students who return to the school have shared: "I never would have made it if it hadn't been for all of you and the REAL School."
References: DiClemente, C. ; Norcrosse, J. & Prochaska, J. (1994) Changing for good: the revolutionary program that explains the six stages of change and teaches you how to free yourself from bad habits. New York: W. Morrow Glasser, W. 1989 Reality Theory: A New Approach to Psychiatry. HarperCollins NY Gardner, 9H. 1993 Multiple Intelligences. The Theory in Practice. Basic Books. NY Handley, R. (1994) Out of the Bush, Into the Wilderness; in M. Tainsh & J.Izards (eds) Widening Horizons: New Challenges, Directions and Achievements. Hawthorn: ACER Hermann, N. 1989 The Creative Brain. Hermainn International, NC, USA Maslow, M. 1968 Toward a Psychology of Being. D. Van Nostrand Company Quay, J., Dickinson, S. & Nettleton, B. 2000 Community,
Caring and Outdoor Education in T Gray Ed. Australian Journal of
Outdoor Education Vol 5 No. 1 pp 4-18
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55 High Street Windham ME 04062 USA Ph: 1 207 892 4462 website: www.realschool.org |