General Education Curriculum Access Plan and class number Professor Institution Date Access to the general education curriculum is an important issue for all students with disabilities, but especially for African-American students. The overrepresentation of black students typically occurs in the categories of disability that are most subjective to identify, Andy and Beaker (2001)…
In the 2004 “reauthorization, another provision was added to take the monitoring process further” (p. 234) Districts with an overrepresentation of minority group members in special education must set aside 15 percent of their federal aid for students, particularly those in grades K-3, who need “additional academic and behavioral support to succeed in a general education environment,” according to the law (Andy and Beaker, 2001). The 2004 reauthorization also required states to allow districts to use a strategy called “response to intervention,” as a tool for determining if a child has a specific learning disability. Response to intervention, or RTI, involves early identification of students’ learning problems and the use of increasingly intensive lessons, or interventions, to address those problems before they become entrenched. The process has been credited as a factor in reducing the overall rate of students diagnosed with specific learning disabilities, which has been on a steady decline since 2005, Aruba (2001). ...
Although parents often play an important role in securing special education services for their children, much of the responsibility of helping students with disabilities succeed in the classroom falls to teachers, Camacho and Perez-Quiroz (2002). No Child Left Behind and IDEA require special education teachers to be “highly qualified” in special education as well as in the subjects they teach. General educators, who typically have more experience teaching a specific subject area, must be able to work effectively with students with special needs, but they are not required to be highly qualified to teach students with disabilities” (Camacho and Perez-Quiroz, 2002). An experienced special education teacher typically has helped support the learning of hundreds of children with disabilities or other special needs. In order to be qualified for this work, she has had to undergo a rigorous certification process, which graduate generally includes course work at the undergraduate and/or level in special education, depending upon the specific licensure requirements in her state (Andy and Beaker, 2001). Susan is a first grader with a wonderful imagination who loves listening to stories and quickly incorporates new words into her spoken vocabulary. Yet, while most of her classmates have begun to read fluently, she continues laboring over each word and her comprehension remains low. Susan is not a real student, but a composite of many students familiar to virtually every experienced teacher: the ones who appear bright and engaged but inexplicably founder when trying to learn some essential part of the curriculum. Determining whether a student like Susan has a specific learning ...
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“General Education Curriculum Access Essay Example | Topics and Well Written Essays - 1000 Words”, n.d. https://studentshare.net/education/48488-general-education-curriculum-access.
That is why special needs program was established and as such, it is a program seeking to identify those individuals with special needs and that those needs are in every way unique and takes a different perspective as compared to those of other students and thereby addressing them in a different way (Karger, 2010).
Apart from parents and family members, they have the responsibility to monitor students developing the skills that could help them not only in academic fields, but in life as well. And dealing with special needs students is rather challenging task even for professional educators.
As a description of curriculum, it is difficult to find a better one than this of Marsh.
In recent years, with interest increasing in what is taught at different stages of education, curriculum has gained a place of importance in the education-connected regions.
Curriculum should be viewed as an overall instructional plan which consist of testimonial of aims and objectives, theoretical knowledge, attitude towards work, practical skills to be acquired, and vital support materials to be utilized in its presentation.
According to the paper the limitations of current National Curriculum provision, from a 'quality' perspective which incorporates public recognition of cultural and linguistic diversity, entitlement to language maintenance/development/certification and a multilingual dimension to KAL for all pupils, should be obvious. The present National Curriculum provision is far from offering 'quality', in terms of any additive definition of 'equal opportunity', to our bilingual pupils.
?Asking questions, asking the right questions, asking the right questions of the right people; secrets to the success of curriculum evaluation (Oliva, 2003). Evaluation is a continuous process through which data is gathered and analyzed with the purpose of improving a system.
area of professional education, the content of curriculum is decided on specific criteria, like: the needs of the particular sector, the educational background of the participants but also the resources available for the realization of the relevant educational plan. Current
And dealing with special needs students is rather challenging task even for professional educators. It is common knowledge that the society in general is more concerned with academic competence of normal students. But
In practice, the term is used for referring ‘either to a syllabus or the means for the implementation and the assessment of learning outcomes’ (Middlewood and Burton 2001, p.4). In this paper emphasis is given to the