Program Goals and Behavior Objectives Because arbitrary benchmarks such as standardized test scores will not be used in isolation of other student data, the goals of the action plan envisioned herein will be strictly considered in terms of achieving a positive academic outcome as defined as the student successfully graduating from high school with at least a "C" average; this goal would be applied across the board to all students, with

There is little doubt that students with special needs require more support services, and the article referenced above adds clarity to that assertion. What also is true is that often students with disabilities are harassed, made fun of and even bullied because they are "different." An article in The Journal of Counseling & Development refers to emotional abuse that students (not necessarily students with disabilities but rather students that are

Thus, students faced with fear and stress, are overwhelmed, concentrating on the test rather than on the goals of learning. They cannot concentrate on school work, understanding the importance of learning and education, because of stress that forces some to focus only on the test and others to drop out. III. High stakes testing disadvantages those with learning disabilities. In addition to lowering the teaching capacity of some teachers and students'

Now we have examined two extremes in educational thought that have developed over the past century. Teacher centered and student centered philosophies differ significantly in their approach to the student-teacher relationship. Teacher centered philosophy does not depend on the student's wants and needs at all. Teacher centered philosophy uses antiquated methods, such as rote learning. However, these methods are quickly being replaced by a more student-centered approach. Student centered approaches

The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &

Systems and Success of Students American higher education is unique in its construction of student body as it is highly diverse today with students from various ethnic, social and racial backgrounds forming an integral part of the college environment. But apart from ethnicity and race, what makes higher education student body even more diverse is the presence of older students, students with disabilities and greater participation of women in educational