When you get to the issue of budgets there is really two parts to them. The general budget which is what the school district per say pays towards coaches salaries, transportation, and event workers. Coaches salaries are normally $120,000, transportation would be $50,000, and event workers can be around $5,000 - $10,000. Then the other part of the budget is the sports income, which is money from booster clubs, participation from other schools, and admissions, and it comes to roughly $120,000. Which goes out to uniforms, the athletic trainer, equipment and our participation at other school events. (Ross)
Some school systems assign disproportionate numbers of students from particular groups to special education classes. They
There are a lot of people who live with autism, and by the time they are adults, are able to take care of themselves. “My autism is the reason I’m in college and successful. It’s the reason I’m in math and science. It’s the reason I care,” (Jacob Barnett). Jacob is a math and physics prodigy, and he lives with autism. All over the internet there are stories about people with autism living normal, or even extraordinary lives. People who work with them learn to accept their quirks and eventually realize that they can function just as well as anyone else. This is one example of someone who learned how to overcome the issues that autism presents, and go on to be something really special.
Most parents wonder what is the next chapter after their child with autism spectrum disorder graduate from high school, for some individuals, it is to move onto higher education. As stated by Cai and Richdale (2015), the USA has one of the lowest rates of college enrollment for individuals with ASD, with over 50% of these individuals being in neither education nor employment following their secondary school, with similar finding in the UK (p. 31). For the individuals with ASD who move forward in gaining a higher education will have to learn to adapt and determine how to transition into higher education. Mentioned by Cai and Richdale (2015), a USA national survey illustrated poor outcomes from transitioning from secondary school into adult-hood. “The findings showed that after young adults with ASD left the public school system, 80% continues to live at home, only 32% attended postsecondary education, just 6% had competitive jobs, while 21% had no employment or education experience at all. Further 40% reported having no friends. (p. 32)”
There are many different reasons that students may need additional assistance to be successful academically. Students may have a difficulty reading, or English may not be their primary language. They may have suffered a traumatic brain injury or may have been born with Autism. Students might even have difficulty socially interacting with teachers and peers or due to some physiological impact in their young lives might have other emotional impairments. No matter what the cause for the disability, special education services and interventions are vital to success of these special students.
If we had more money in our budget to do our competitive season, we would not have to say goodbye to competing. The program receives a mere $1000, for the whole band program, as said by the band director. That is not enough for our program. My school district needs to fund the EMBC program separately from the regular band programs. I am not saying that their program isn’t as important, but we, the EMBC, require more funding for our award winning program. It is a sport, and therefore merits the full funding like any other team. A way we can do that is by moving around funding from teams who don’t require as much and move it towards the ones that do, like us. One example of this, would be to move excess funding from one
According to the budget, the programs that are needed and make a difference (students with disabilities, homeless and immigrants) are where the funding is applied. The funding sources for the Bibb county District Schools applied are as follows Title I & II, At Risk, local school and others are looked at yearly for implementation of the following year. The ways the funds are distributed are upsetting. The students rank at 41 out of the 51 states in education which is near the bottom for academic performance. Bibb County District is considered a poor county as it ranks 40th in the nation in child welfare. It is mentioned that education and the ability to earn a stable income will always be connected together, (Purser, 2015). The allocated funds should be distributed to helping the students who need the extra tutoring or help in specific areas in all schools. The statistics of academic performance proves that either the students’ needs are not being met by the teachers being paid for their services or the funding of other programs are not being applied to the appropriate programs for these student to excel in their performance, (Miles,
Ms. Diaz-Harrison has a daughter and she chose to put her in a charter school that specialized in the arts because that fit her daughter’s needs. For her son, who has autism she had no idea where she was going to put him at for school. Ms. Diaz-Harrison decided to open her on charter school in Phoenix. This school was named Arizona Autism Charter School. Her exact words when opening the school was, “we didn’t have a school like that-now we do!”
The next area that I chose to drastically reduce was the school funding of field trips. When I first looked at the spreadsheet, I was surprised to see that the district budget still allocated funds for field trips, as
An essential component of the AFB process exists in the need for comprehensive, up to date information concerning the budgetary status of the institution. At Rutgers, transparent budget meetings take place annually, involving the Executive Vice President for Academic Affairs and the University’s Chief Budget Officer meeting with deans (). As a result, academic priorities, budgets, and opportunities for revenue generation are discussed.
For most of our nation's history, children with special needs or disabilities were shunted aside. In spite of mandated education laws that had been in place since 1918, many students were denied education and
Financial burdens are an obvious upset to families with autistic children, on top of the already heavy expense of having a child there is now medical costs and often counselling. Sen and Yurtsever (2007) reported that families often feel “shock, denial, suffering, depression, guilt, indecision, anger, shame, bargaining, acceptance and adaptation” upon discovering they have a child who suffers from ASD. This disorder has effects on their daily “lifestyles, social relationships, economic situation, health, and goals or expectations for the future” (Norton & Drew, 1994; Sen & Yurtsever, 2007). “Autism is the most common neurological condition diagnosed in children and it is now