States should ensure that the school systems have in place reasonable accommodation that addresses the needs of children with disabilities. Evidently, children with disabilities require support provided by the entire school system if they are to benefit from education. In addition, individualization of the support cannot be underestimated because it is required to ensure maximized learning. In the United States, the No Child left Behind Act of 2001 was passed in an effort to ensure that all children including those with disabilities have access to quality education. Each state and county are required to develop education policies that conform to the act. However, there is evidence that these efforts have not filled in the disability achievement gap. This paper will discuss how students with disabilities are still left behind in the education sector.
The No Child left Behind Act of 2001 was developed to address barriers that had been identified that served to prevent children with disabilities from accessing education opportunities. Before the act was passed, many states did not have any specific policies regarding the education of children with disabilities (Colker, 2013). Although some states had some policies, they proved to be outdated and ineffective to address the existing barriers of educating children with disabilities. Many of the school systems did not provide any support services for children with disabilities. There was a social stigma associated with disability, which affected the learning process for children with disabilities. Since disability and poverty are interlinked, many children with disabilities, and from poor backgrounds were the worst affected by the barriers to education. Notably, school budgets did not allow the schools to invest in facilities that could offer children with disabilities the relevant support in the education system (Shriner & Ganguly, 2007). Worst still, ...
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es Date ABSTRACT Richard Wieringo. AN INVESTIGATION OF THE COMMON REASON SPECIAL EDUCATION STUDENTS DON’T GRADUATE FROM HIGH SCHOOL. (Under the direction of Dr. Verlyn Evans, Ed.D.) School of Education, Research indicates that special education students who drop out of high school typically are lower wage earners and are less likely to succeed professionally later in life.
The article focuses on the issues that children with disabilities face in their daily lives in terms of education. In this regard, the article brings to light all attempts made by “The No Child Left Behind Act” of 2001 and the reauthorization of the Individuals with Disabilities Education improvement Act of 2004” (Cook and Friend, 2010 p.1).
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