¶ … urban elementary school in Eastern, New York . That problem
Specifically, is the social promotion of fourth grade students with disabilities. Currently, nothing is being done to address the issue as social promotion which is supported by state education policies that benefit from children being passed to the next grade level. This benefit consists essentially of state and federal funding (Meier et al., 2004, p.8). Special education teachers are tasked with teaching students who have not mastered basic skills.
Meier, D. et al. (2004). Many Children Left Behind: How the No Child Left Behind Act
is Damaging Our Children and Our Schools. Boston: Beacon Press.
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There is a gap in practice regarding the effects of social promotion regarding teachers and students, as the concept remains controversial (Frey, 2005).
Frey, N. (2005). Retention, social promotion, and academic redshirting. Remedial and Special Education, 26(6): 332-346.
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There is a lack of training for special education teachers who teach students with various learning disabilities, this causes a misunderstanding and negative perceptions of these students (Reschly, 1996; Dewey, 2013).
Dewey, J. (2013). The School and Society and the Child and the Curriculum. IL:
Reschly, D. (1996). Identification and assessment of students with disabilities. Special Education for Students with Disabilities, 6(1): 40-53.
The purpose statement does not align with the problem statement
Purpose Statement
The purpose of this qualitative study is to understand the effect of social promotion on special education teachers and students.
Significance
This problem is significant because it can help administrators develop a better policy on social promotion versus retention.
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Need appropriate framework for this study
Assessing the issue from the framework of "the social-cultural-physical environment" in which the child lives and teacher operates (Ollendick, Cerny, 2010, p. 33).
Ollendick, T., Cerny, J. (2010). Clinical Behavior Therapy with Children. NY: Plenum
Press.
Research Questions
1. RQ1-Qualitative: To what extent are special education teachers impacted by social promotion?
2. RQ2-Qualitative: How are students impacted by social promotion?
3. RQ3-Qualitative: Does special education training have an effect on student retention?
Research Methodology and Design
The method employed in this study will be the phenomenological method of interviewing teachers, observing their interaction with students, and immersion into the environment where the interaction takes place. This will enable the researcher to develop a deeper and better understanding of the relationship between special education and social promotion by identifying key themes that occur during the data collection process.
, 2003). After 2 years of continuous intervention, children in the program showed significant improvements in academic achievement and classroom behavior in comparison to children with behavior disorders who did not take part in the program. Also, severely disruptive children showed marked improvement in self-regulation following participation in the program. Furthermore, parents of children with behavior disorders that took part in the program reported reduced stress and improved parenting practices
children in the United States suffer from learning disabilities and disabilities that impair their ability to socialize properly with others. Social skill interventions are designed to help students with specific disabilities like autism understand how to learn and adapt while in a social setting like a classroom or school trip. One such project, the HANDS project, developed a way to support students with autism spectrum disorder learn important social
Special Education According to the Federal Laws of the United States of America, "Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97-300.26(a)]." The revised statutes of Arizona defines a child with disability as "a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have
Social Promotion on Students With Learning Disabilities Prospectus: Effects of Social Promotion on Young Students with Learning Disabilities Social promotion in various learning institutions is a practice where the students are promoted to the next grade level even if they have not attained the required learning standards by the understanding material used. In most cases, social promotion has been contrasted with retention, which is a practice of holding students back to remain
Abstract Students with disabilities or suspected disabilities are evaluated by schools to determine whether they are eligible for special education services and, if eligible to determine, what services will be provided. In many states, the results of this evaluation also affect how much funding assistance the school will receive to meet the students. This study provides a brief detail historical background on special education screening. It focuses on the philosophies of
Parenting Education for Teen Mothers If a community values its children, it must cherish their parents. (John Bowlby) Rationale of intervention population Group based intervention programs Multi-purpose programs Teen Mother Empowerment Program Series (TMEPS) Framework of TMEPS Program-Fig Fig 2-Phased TMEPS Phase 1 sessions Table 1- Session Administration Lesson Plans Evaluation of program outcomes Follow-up plan Continuation of TEMPS Appendix II-Program Evaluation Questionnaire This paper is aimed at presenting a parenting education and support program for teenage mothers. To identify the most basic needs of
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