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; and • acquiring a detailed understanding of the special educational services needed by the child (NICHCY, 2012). States have the authority to segregate some disabilities, among the thirteen stipulated by IDEA, into distinct categories; but determining qualification in individual categories necessitates performing of a thorough, appropriate evaluation, employing various stipulated strategies and tools for assessment. IDEA declares that children's developmental, academic, and functional information has to be obtained for aiding eligibility determination (IDEA, 2004). The best interventions for children having disabilities in both general and special education settings make use of intensive, relatively individualized instruction, accompanied by thorough, regular progress monitoring of categorized students (Hocutt, 1996). Combination of categories has one key advantage, which is that it becomes much simpler to ascertain and thereby provide services, as well...
A disadvantage linked with combining of categories is: if the Individualized Education Program (IEP) Team decides that even one of the elements isn't applying to any given child, that child won't be entitled to receive special interventions (Klein, n.d.). While the Act and its regulations name thirteen disability categories, there is a lack of precise criteria to define these categories; several school districts and states adopt modified taxonomies. Certain problems are associated with distinguishing children having mild learning and intellectual disabilities, and other such mild cognitive issues, resident in low-achievers. In fact, detection and classification methods are so divergent and subtle that a child identified among these categories by a particular school district might not be identified as disabled by another - overall reported disability prevalence differs from state to state, from around 7% to 15% of school-age children (Learning Differences and Special Education, n.d.).
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Aristoxenos, two centuries after Pythagoras released his model, sought to discredit the standing theories held by Pythagorean devotees. In his works, he established that numbers are not relevant to music, and that music is based on perception of what one hears, not any mathematical equation. Descartes as well as Vincenzo Galilei (Galileo's father) both also discredited the music-to-math theories that formed the revolutionary basis for Pythagoras' music work, but not
Distance learning, sometimes called "distance education" is, according to Kerka (1996), a method of education in which the learner is physically separated from the professor and the institution sponsoring the instruction. Distance education may be used on its own, or in conjunction with other forms of education, including face-to-face instruction. The advent of television and, indeed, the whole complex of newer communications media (from video to satellites) has given American citizens
MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationLiberty University2021MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationAPPROVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberABSTRACTThe purpose
Moseley, chair of the Coalition advisory board and president and CEO of the Academy for Educational Development. "It is not a luxury that can be addressed at some point in the future, but rather it provides people with the tools to survive and improve their lives" (Basic Education Coalition 2004). There is no one magical, quick fix solution to Bermuda's dropout problem. The problem is complex and requires a
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