No Child Left Behind Act
Both the No Child Left Behind Act and the Individuals with Disabilities Education Act (IDEA) are fairly controversial pieces of legislation, particularly in the varying realms of public education that they affect. The former of these acts mandates that public schools must give yearly, standardized assessments of their students. The results of these assessments is largely the basis for federal funding to these schools. IDEA mandates assessments for students with learning differences and calls for the issuance of alternative assessments for those students who cannot complete the standardized assessments (Towles-Reeves et al., 2009, p. 233). The problem is that critics of these pieces of legislation have alleged that all they do is shift the emphasis of education on testing and subsequent funding, rather than on comprehensive education.
Problem Statement
There are actually several different ways in which these two pieces of legislation are negatively impacting young children and their families. Firstly, one must understand the correlation between these two mandates: IDEA reinforces the No Child Left Behind Act as the legislation that requires that even children in special education must submit to these assessments. The primary way in which the issues created by these...
Special Education: The Individuals with Disabilities Education Act (IDEA The Individuals with Disabilities Education Act (IDEA): Special Education The Individuals with Disabilities Education Act (IDEA) What is the most significant way that federal regulations within IDEA give direction to solving the increasingly complex issues surrounding special education? Is there case law to support your response? The IDEA provides a set of regulations geared at ensuring that eligible students with disabilities have access to educational
Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act of 2002 (NCLB) "require that students with disabilities have equal access to general education curricula and contexts," (Simon & Black, 2011, p.160). These two laws provide the fundamental backbone of inclusive education. However, educators need support in order to comply with these two federal regulations. The Differentiated Accountability Program (DAP) serves that function.
educational laws that has been signed by the U.S. president in the last decades is the No Child Left Behind Act of 2001. This act represents a comprehensive approach towards both providing aid for disadvantaged students and towards improving overall scores in tests for students throughout the educational year. The main provision of this legislative act is that it ties federal funding with results in public schools. The first phase
Individuals with Disabilities Education Act - An ANALYSIS Under the Individuals with Disabilities Education Act (IDEA), U.S. states are in charge of meeting special educational requirements of students with disabilities. For ascertaining which children are entitled to services under the Act, students should first be individually and comprehensively evaluated, for free. The evaluation serves two purposes: • seeing whether the child is disabled or not, within the framework of the Act;
Fifth, the NCLB is devoid of any meaningful consequences for failing to achieve federal objectives other than the publication of such failures in conjunction with the rights of parents to request transfers of their children to better-performing academic institutions (Darling-Hammond 2004). Critics have suggested that the most likely result of enforcement of such limited consequences for noncompliance is the overcrowding of institutions who fulfill the federal requirements to their detriment
For the at-risk students that NCLB was supposed to help, this could actually make their educational situation much worse. As a consequence, the National Education Association has proposed a reauthorization of the Elementary and Secondary Education Act in 2007 as an alternative to the rigid, punitive, and unscientific methods of NCLB (ESEA, 2006; Crawford, 2004). While the ESEA summary does include some of the same elements that are present in
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