The No Child Left Behind (NCLB) law, the 2001 update of the Elementary and Secondary Education Act (Klein, 2015), was put into place to ensure that all students, regardless of disability label, would meet state mandated academic goals by the 2013-2014 school year. The law was a collaborative effort between both political parties on Capitol Hill, as well as key stakeholders in the civil rights and business groups. The aim of NCLB was to “advance American competitiveness and close the achievement gap between poor and minority students and their more advantaged peers” (Klein, 2015). NCLB required that each student population, which was to include each defined subgroup, must meet a measurable objective which would be set forth by the state. …show more content…
However, this study sought to increase understanding related to the impact of the inclusive classroom on general education students, who do not have a disability, in rural southwestern Virginia mathematics classrooms. Additionally, this study analyzed whether general education students in the inclusive classroom performed as well on the Virginia Mathematics Standards of Learning test for grades 5-8 as their peers in the non-inclusive classroom.
Purpose of the Study
The purpose of this quantitative study on the impact of inclusion on general education students in middle school mathematics is to examine achievement outcomes, as measured by the Virginia Standards of Learning test, of the co-teaching model on general education students being taught in the inclusive classroom. This research will be valued by educators in order to plan and assess the effectiveness of current teaching strategies, so that findings can be used to better equip current and aspiring teachers in creating/maintaining an effective model of inclusive teaching. Data-driven modifications, if needed, to the inclusive model will be an effective tool to ensure that students are achieving maximum scores on state testing, and to provide a framework for successful inclusive instruction.
Problem
Inclusion is beneficial for all students in a general education classroom, not just the students with disabilities. Inclusion teaches all students understanding, compassion, respect, and acceptance of others. Students with disabilities are able to learn from peers and teachers alike. Inclusion also boosts a student’s confidence because they feel accepted within the classroom, the school, and the community. Inclusion leads to more success in achieving the goals set forth in the IEP. The Common Core State Standards go hand in hand with inclusion because they address the knowledge and skills
The notion of inclusion is progressively being accepted as a vital method of learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the same opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have molded my goals as a future teacher. I believe that teaching and education are fundamental in getting students to grow, learn, and flourish;
There are benefits that occur through changes in behavior in the presence of a test, often those that are standardized and/or high-stakes. These changes in behavior may include an increase in motivation, not only in the student but also in the teachers and administrators (which is arguably one of the primary purposes of a high-stakes standardized test). There may also include “the incorporation of feedback information from tests, an associated narrowing of focus on the task at hand, and increases in organizational efficiency, clarity, or the alignment of standards, curriculum, and instruction.” Though often considered benefits by community members, educational researchers often count these behavior changes as costs (Phelps, 2005, p. 57). Review source for more information.
A well-meaning act often failed to translate into real benefits for citizens. The No Child Left Behind Act (NCLB) is an act of congress enforced by the United States government to improve primary and secondary education. NCLB required schools provides highly qualified teachers for students. NCLB also required the states administered set a proficiency standard, so-called Adequate Yearly Progress (AYP), which gradually increase the percentage of student that must meet the proficiency standard. The stats administrator also setup a standardize test for all the public schools students. The standardize tests measure students’ proficiency in mathematics and English reading. The purpose of NCLB is to improve individual performance in education and to close the achievement gap between each student. With the requirement to meet AYP, educator are responsible to make more effective instruction. The principle of NCLB is to help all children reach proficiency. Ideally, all the public school will be able to reach 100% student proficiency on mathematics and English reading in 2014. NCLB is theoretically a wonderful act for student. However, it has an unrealistic goal. It has many negative side effects which merely fail to match its promise for all students.
The No Child Left Behind Act was created to equal learning opportunities for children that come from disadvantaged backgrounds, giving them more opportunities and providing them more freedom to do what they wish of their lives. To do this, standards were placed nationwide for certain grade levels so even schools in low-income areas were able to provide the students with equal education. In order to test the results of this effort, standardize testing was ramped up and used to determine if children pass or failed the course. Moreover, if schools did not fulfill even one specific criterion, the school could be designated as failing. The annual yearly progress
Truly inclusive classrooms may include students with specialized needs who are fully mainstream in the general education classroom. They may also include students with specialized needs who are served both in the general and special education classroom. Whichever the case is, general education teachers need to create a democratic and inclusive learning community that provides all students with the opportunity to succeed both academically and behaviorally in the general education setting. However, general education teachers
The No Child Left Behind Act of 2001 is a “landmark in education reform designed to improve student achievement and change the culture of America’s schools” (ED.gov). The new act encourages accountability and helps abolish inequality in education.
“In 2002, the No Child Left Behind (NCLB) law was the first to mandate nationwide testing at various grade levels” (Breiner, 2015). Since then, summative tests have been used to assess the achievement of students and increase accountability for both the schools and teachers (Kubiszyn & Borich, 2013, p. 15-25). These summative tests, also referred to as high-stakes tests, are given annually to students in third to ninth grade in language arts, math, and reading (Roach, 2014; Shepard, 2003). There are critics stating that teachers are only teaching to these high-stakes tests, implying that there is no real learning improvement, as well as those who are for and against conducting high-stakes testing.
We, as a country, have some of the lowest scoring in international tests in reading, math, and science when compared to several other countries. In order to improve education in America, we have to go to the root of our problem in the school system and find better ways to enforce new rules and regulations that wouldn’t be detrimental to both students, schools, and educators alike. The No Child Left Behind (NCLB) Act is having a negative effect on our education system because it reduces the choices of schools for parents, and the distribution of qualified teachers. It also has a negative impact on the amount that kids are able to learn in school.
Over (for) the past decade Inclusion in special education has been a controversial topic among administration, teachers, and parents. Inclusion represents the belief that students with disabilities should be integrated into the general education classroom whether or not they cannot meet traditional curriculum standards. The purpose of the study is to examine the potential advantages and disadvantages of inclusion of students with disabilities into the general education classroom. The hypothesis is that students with disabilities can benefit from inclusion. The implications is that those who favor inclusion believe that disabled students in the regular classroom will be more accepted by their peers, (develop new friendships)have balanced relationships, and gain more academic knowledge through small group and teacher instruction. This in turn, will result in continued higher achievement. The survey consisted of demographic information, 26 Likert scale items and one comment section. The surveys were disturbed to staff members, including special education and general education teachers in one elementary school. Results of the survey were tabulated with frequencies and percentages for each response reported.
Educators and politicians have been trying to create education opportunities for the disadvantaged groups, such as the poor, minorities and marginalized groups. Among those strategies, some succeeded, while others reflected more problems. For example, the No Child Left Behind, which leads to critiques of high-stake testing, and even higher competition and segregations among the different academic performed schools. However, in order to eliminate, or at least meliorate the social inequalities, there are some strategies truly give opportunities for those demanding accessibilities and resources. One of them, is the A Better Chance program, and another is the small school movement designed for poor and working-class youth (Fine, M. et al,
Elementary and Secondary Education Act (ESEA)/No Child Left Behind (NCLB). The Elementary and Secondary Education Act of 1965 (ESEA) and its reauthorization through the No Child Left Behind (NCLB) of 2001 have the purpose of raising achievement and closing achievement gaps. NCLB focuses on proficiency for all students within the general education curriculum with grade level content and authorizes problems that support eligible schools to raise the “academic achievement of struggling learners and address the complex challenges that arise among students who live with disability, mobility problems, learning difficulties, poverty, transience and the need to learn a second language” (IDEA, 2004, p.2) Similarly, IAT through interventions and RTI
The methodology comprised pre-service teachers attitude toward the inclusion of students with disabilities in the general education classroom, in a three-semester hour course. The details extracted were participants, setting description, instrumentation data collection procedures, study design, and the data analysis procedures used. The study design sought to answer the following research question “How does a one three-semester-hour service-based introductory course in diversity affect pre-service teachers’ attitude toward the inclusion of diverse learners in a general education classroom? The population used for the study were students enrolled in a teacher education program in a multi-faceted United Methodist Church related university located
According to an article written in 2008 by Walden University, “merely placing these students within the regular classroom does not assure quality instruction, and for teachers’ inclusive education represents a significant personal and professional change that requires reconceptualization of roles and responsibilities, redistribution of resources, and ‘new ways of thinking’.”
Originally known as Elementary and Secondary Education Act, the No Child Left Behind Act is a policy believed to improve achievement from K-12 students with aid from government funding within high poverty schools. The NCLB has been a great initiative to promote performance for all students, especially those from minorities, special education and English Language Learners (Chen, G.) As stated in ‘Examining the Assumptions of Underlying the NCLB Federal Accountability Policy on School Improvement,’ this policy has received a great amount of recognition as well as many flawed assumptions that make us question if the good really out-ways the bad. The NCLB Act has created a multitude of presuppositions and this article is a start to explain