Introduction. The No Child Left Behind Program enhances the education of the special needs students. The research centers on the effect of the No Child Left Behind Program on the special needs learners. The research focuses on the test taking environment of the special needs test takers. The No Child Left Behind Act had not severely impacted special needs students by expecting them to do things that “Normal” Kids do. Related Literature. The No Child Left Behind Program states that the progress of all special education students should be monitored (PBS, 2008). Likewise, the program states the scores of the special Needs students will be included in getting the average scores of the students within a stat by 2014. Specifically, 95 percent of the learning disabled students’ scores in the English and Math subjects will in included in the overall state’s student tests’ statistical results. To level the playing field in the area of test taking, some leeway is legally given to the disabled learners. One such leeway, giving the disabled students tests incorporating large print questionnaires. Next, the special needs test takers are given more time to take the tests. Third, the special needs students allowed to take the tests in small groups, compared to the normal test groups. Fourth, the special needs students can be allowed to take the tests on a one on one basis. Fifth, some of the test watchers or teachers are allowed to aid the students on how to fill up the answer sheets. Sixth, the blind students are allowed to take the tests using the Braille method. Seventh, some special needs students are allowed to use sign language and other communication help to finish the tests. Eight, some of the special needs students are allowed to use computers to finish the tests. Lastly, many of the special needs students are allowed to use bilingual test booklets to solve math problems (English and Spanish version or English and another language version). Further, the No Child Left Behind Program requires all schools that fail the state’s Adequate Yearly Progress goals in math and reading are classified as “in need of improvement”. Consequently, the school is required to put into place an educational program to improve the school’s ratings in the next Adequate Yearly Progress results in the areas of reading and mathematics. On the other hand, Alice Hammel (2011) insists the No Child Left Behind Act has severely impacted on the schools for the failure of the Special Needs Students by expecting them to do things that normal kids do, not the special needs children. The schools will receive complaints if the rights of the special needs children are not addressed. For example, students with emotional needs must be educated and tested in a special way, different from the normal learning kids. The students with behavioral needs, including ADHD students, should be taught in a special way to ensure the student will not be bored and reduce interest in the subject. In addition, the special needs children’s learning environment includes parental intervention. The procedural due process includes giving leeway to students with special learning needs to cope with the learning levels of the normal
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Has the No Child Left Behind Act Severely Impacted Special Needs Students by Expecting Them to Do Things That “Normal” Kids do? Customer Inserts His/Her Name Customer Inserts Grade Course Customer Inserts 2 April 2012 Abstract. The No Child Left Behind Program enhances the education of the special needs students…
In order to make their roles effective, it is important for the Act to be effective in terms of assisting in the achievements of students. It is important to understand the underlying implication of exclusion, which is brought about by the programs where ultimately the challenged students need to drop out.
This situation made the No Child Left behind Act a reality. However, since its passage in 2001, it has been debated not only among experts but to its direct precursors as to its effectiveness in solving problems of drop outs among high school students. Teachers raised eyebrows if the Act would really address the problem of the increasing number of students failing to make it to the end of the school year.
However, in realization that the educational standard of the US is struggling to be at par with its international competitors, politicians have held certain assumptions as follows: • Students are unmotivated and need more immediate consequences tied to their learning.
Inclusive education generally includes the educational approach and philosophy which targets at the provision of the all the students with community membership and wider opportunities for the achievement of the academic as well as social up gradation. Inclusion principle generates an environment in which all the students can feel themselves welcome and fulfill their unique needs and styles of learning to be valued as well as judged judiciously (The Promise of Inclusive Education, 2012).
According to the rules of educational research, the project requires a clear statement of purpose and research questions. These form the foundation for the research project and capture interesting and important aspects of the research. The broad spectrum in this topic is the educational standards for children with disabilities.
As the report declares the act was a reauthorization of the Elementary and Secondary Education Act that was first legislated in 1965 and then reauthorized in 1994. The state of education has been a matter of grave concern since last several years and the NCLB Act was promulgated to expand the federal role at improving the educational standards.
The program, among other things is aimed at helping disadvantaged students get quality education. The program basically involves government funding of schools in different states as long as they (the states) develop assessments and apply them to all students at specific grade levels.
As the NCLB enacts the theories of standards-based education reform which emphasizes the implications of setting high standards and establishing measurable goals, it can bring about fundamental changes in the learning outcomes of the students. According to this act, "states will be required to implement standards-based assessments in reading and mathematics for pupils in each of the grades 3-8" (Olivert, 2007, p 2).
Test anxiety expression involves three processes; individual’s physiology, cognition and the way of conduct. Physiological reactions may be comprised of increase in heart beat and blood pumping, cognition may include stigma from the society and behavior may include
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