Special Education Act Essay

The Individualized Education Program (IEP) is a legal document used by schools in order to map out a plan of action for those that are in need of special education. An IEP is created for students who have been classified with a disability and are between the ages of 3 and 21. An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual educational needs. Every child who receives special education services must have an IEP. An individualized education program has the goal of setting reasonable improvement

The No Child Left Behind Act was based on the Elementary & Secondary Education Act of 1965. The act was established based on the promise of Thomas Jefferson to create a free public education system in Virginia (Hammond, Kohn, Meier, Sizer & Wood, 2004). The act is now reauthorized as the No Child Left Behind Act of 2001. The purpose of the No Child Left Behind Act was to make sure that children were given a fair, quality education. The act set out to close the achievement gaps in education, which were caused by children living in poverty, living with disabilities, children who were of different ethnic backgrounds and English learners. The proposed methods of the act targeted all children and provided an equal opportunity to meet

Schools might demonstrate their aims by providing the basis for the delivery of the best

During Mann’s twelve years as secretary of the Massachusetts board of education he sent back reports to the board as to the condition of schools and what he thought should be taught in them. His ideas in these reports revolved around six ideas: “(1) that a republic cannot long remain ignorant and free, hence the necessity of universal education; (2) that such education must be paid for, controlled, and sustained by an interested public; (3) that such education is best provided in schools embracing children of all religious, social, and ethnic backgrounds; (4) that such education, while profoundly moral in character, must be free of sectarian religious influence; (5) that such education must be permeated throughout by the spirit, methods, and discipline of a free society, which preclude pedagogy in the classroom; and (6) that such education can be provided only by well-trained, professional

The Education Amendment Act is for the people of Ontario, and their goverment. All student's deserve a strong education system that prepares them for a successful future. Its providing a set of standards for the student's.

As stated by the founding fathers of America “All men are created equal.” Black, white, brown, short, tall, smart, and dumb, all are created equally. Therefore every person deserves fair judgement. Unfortunately, it is a profound fact that not everyone is born normal and capable of task typical for a common person, who is free from disability. In my opinion, the quote “All men are created equal” serves to promote a friendly environment that helps encourage equality among people and aids to recognize the similarities rather than the differences that separates men. Even so, with this hope, the disabled community still struggles for equality. According to Legal Rights by the National Association of the Deaf (NAD), “Almost 10 percent of all

Artifact number four will review a scenario in which a seasoned high school principal refuses a disabled student education due to extraordinary expense and a view that the school might not be the best placement for Jonathan. The topics discussed all pertain to Individuals with Disabilities Education Act (IDEA), Free Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Cedar Rapids v Garret, Board of Education v Holland, and Timothy v Rochester. The facts that will be reviewed in this information will be discussed which could be used to defend Young’s decision, but make sure that Jonathan’s rights are not being stepped on.

Currently the Jacob K. Javits Gifted and Talented Students Act of 1988 is the only national law which directly addresses gifted children, and is the sole channel for federal funding of gifted education (Russo and Ford; Inman and Kirchner 10). The Act reinstated, expanded, and updated programs which had been cut, but it has several limitations (Russo and Ford). It does not address the needs of students or mandate creation of gifted programs (Inman and Kirchner 10; Russo and Ford). Instead, it allocates money, ranging from $0 to $11.2 million, for research grants (Inman and Kirchner 10). It also does not set “substantive or procedural due process safeguards” as IDEA does (Russo and Ford). Although the Act has great intentions, it can be ignored by states or districts which do not place priority on gifted students (Russo and Ford).

I am interested in getting my license to teach special education for adapted curriculum in the state of Massachusetts. In the state of North Carolina, a future teacher is required to apply for their North Carolina Professional Educator’s License for either a Standard Professional 1 (SP1) or Standard Professional 2 (SP2) licensure. The Standard Professional 1 license is offered to individuals with 0-2 years teaching experience and is valid for three years. The applicant must have completed a state-approved teacher education program or approved alternative route to license. In this program, the individual must must pass all three Praxis Core Academic Skills for Educators (CORE) tests as well as all content tests required for their certification area(s). Special education applicants in North Carolina must take and pass, with the required score, eight related tests such as Adapted Curriculum,

I would very much like to establish a need for this study. As the need is fully revealed, the role of Jim Shipley and Associates, the consulting agency used by Union County Public Schools, will be defined as it relates in continuous classroom improvement as I build

From Colonial America through the industrial revolution and to current practices, education has served to better our society. Education’s goal has continuously served to prepare students for the jobs and expectations society holds at the time. Eighteenth century education centered around the practical needs of seamen, merchants, artisans, and frontiersmen . However, practical content competed tightly with religious concerns. After the boom of the industrial revolution, more children were going to school, and educators across the United States had identified a need for educational standardization. With the call for standardization, differing philosophies arose on how to best prepare students for either college or the work force or both. Moreover, the courses alone were of debate. Then, with the great space race in the 1950s, there was another nationwide reform effort in education to focus on math and science . While the focus on education has changed with the new challenges and obstacles that era provides, education still maintains its place to develop intellectual and social needs, contribute to the economy, create effective workforce and citizens, and to think critically in order to be productive citizens. Now, education has begun its journey to prepare students to compete in a global economy and community. Furthermore, it must be stated that the purpose of education fulfills many objectives. It does not have a single purpose, but instead education encompasses

My focus for this standard was in the collaboration and trainings in the Special Education Department in Middlebrook School as well as in the district. I worked with the other Special Education Instructional Leaders (SPED ILs) to create similar SPED binders and google drives to create consistency of practice from building to building. We also meet monthly with the Director and Assistant Director of Special Education as a team. We worked to create a district wide transition calendar for all students moving from school to school next year. We scheduled staffings for each team of teachers working with the students and coordinating PPTs to ensure a seamless transition of service and best practice for each student with special needs. We worked

Special education was created as a practice of educating students with special needs – specifically emotional, behavioral, and learning disabilities – in a way that addresses their individual differences and needs. Little is known about the early history of special education practices since historians documented little about “the deviant and the different, and disabled people left no records of their own pertaining to their daily lives” (Winzer 4). In more recent times, disability identification and categorization has increased. Students placed in special education programs have a range of ability and disability, with categories including Emotional Behavior Disability (EBD), Intellectual Disability (ID), Speech and Language Impairments (SLI),

The disciplines as provided in the readings are very wide, and conflictual in many ways; hence there are some common lines that every discipline crosses. The major trends and theories developed to shape the educational arena in the United States throughout history, had different purposes and goals of education; from religious, utilitarian, to civic, and social developments. However the conflicts generated by the various disciplines lead every time throughout history to create compromises, in order to maintain the stability of the social order in the country. They defended in a way similar causes and beliefs by work to establish a better society, thus they usually seek intellectual excellence, equity, excellence, child centered educational environment.

Special Education is an instructional program in schools that is developed to meet the unique needs of each individual student with disabilities. Special education modifies, accommodates, and offers teaching strategies, services, settings, and least but not limited to, materials. Some special education services include physical therapy, occupational therapy, speech therapy, interpretation services, psychological services, and so forth. The Individuals with Disabilities Education Act protects all children’s rights to a free and appropriate public education (IDEA, 1997). IDEA requires schools to provide the necessary instructional needs of all eligible students with disabilities.