For many learners the school system works. Skills and knowledge are learned, social relationships are formed, and positive self-esteem and self-image as a learner lead to accomplishments such as a secondary school diplomas, opportunities for further education, and futures filled with a litany of choices. For others diplomas are not forthcoming, nor are futures bright with hope and opportunity. Schools in Ontario have struggled to develop engaging and meaningful programs for these other students; students identified as “at-risk” of not successfully completing secondary school. Making up nearly 30% of the secondary school population (King, 2004), these students struggle or fail to meet curriculum expectations often resulting in missed opportunities for the development of a solid framework for life-long learning. Educators grapple with the question of how to support at-risk students in classrooms and schools. This study provides an often overlooked perspective to the existing literature on pedagogy, curriculum, and programming for at-risk students; that of the learner. It gives a voice to at-risk students and offers educators and policy makers insights into how at-risk students experience learning, how they feel they learn best, what they need from their school setting, and what they identify as meaningful to their lives and their learning. Listening to the voices of at-risk students provides an authentic perspective of how to best serve at-risk students. This thesis tells the story of four at-risk students (key informants) in an alternative educational setting. In addition, one educational assistant, identified by key informants, provided information about the setting and further insights into key informants’ engagement in the curriculum and their learning. This study reveals stories of at-risk learners and what they see as relevant and necessary for active engagement with school and learning. / Thesis (Master, Education) -- Queen's University, 2009-04-24 18:54:45.539

Under the guidelines of the Individuals with Disabilities Education Act (IDEA), all students with disabilities must be provided a Free and Appropriate Public Education (FAPE). This includes students who violate the law in regards to possession of a weapon or drugs, or students whose behaviors pose a threat to themselves or to others. Therefore, each school district must develop an Interim Alternative Educational Setting (IAES) where students can continue to receive a FAPE, where the goals and objectives of their Individual Educational Program (IEP) can be met, where they can continue to progress in the general curriculum and where their behavior can be addressed through assessment and positive behavioral interventions. The purpose of this study was to understand how the experience of placement in an IAES affected students’ behaviors and attitudes. The study examined the effectiveness of the research-based interventions used in the IAES from the perspectives of students, parents and staff and how the various interventions related to the characteristics of the program. Data were collected from students, parents and staff at the IAES through a series of semistructured interviews designed and conducted by the researcher. The findings from this study have a number of implications for improving the programs designed for students attending the IAES and for the operation of the program. Recommendations included providing opportunities for parents to gain educational experience and seeking out and involving more community organizations, agencies and citizens in order to develop a more functional and meaningful curriculum. Finally, it was recommended that the district reconsider the status and role of the district’s IAES in board policy. By restructuring Bayfront Preparatory School (BPS) as an accredited alternative high school, the school could receive funds from district, state and federal sources, which would allow the development of a comprehensive academic, vocational and counseling program. This would increase the opportunities for all students attending BPS to complete their high school programs and successfully transition to post-secondary education, training, or work.