Public schools are supposed to provide a certain percentage of their funding for needy students in private schools, and the Jewish schools can benefit from the information provided by an IEP in terms of the difficulties faced by the needy students. In spite of this, parents are often reluctant to share the IEP of their children with disabilities. Therefore, one way of supporting students with disabilities in Jewish schools is for the parents and guardians of students with disabilities to provide their IEP. Most parents fail to see the relevance of the IEP in their children’s Jewish education, especially in schools where only Hebrew and Judaics is taught. Parents must provide information that may assist those teachers to provide learning experience for their child that is effective (Reamer 185). According to Reamer 102), another thing that needs to be done in such schools is to take measures for countering stigmatization. Most parents are reluctant to take their disabled children to Jewish schools as they feel that their child will be labeled. Parents say that they wish their child to be in a place where the child will not be singled out for labeling and where he can feel positively about his Judaism. The parents are not interested in reading and writing Hebrew, but with the maintenance of the Jewish connection. The school should therefore come up with a policy that discourages labeling of students as with disabilities and also encourage parents to instill self confidence in their children to avoid the effects of stigmatization. One problem facing many Jewish schools is the qualification of their staff members. Most do not have staff members who are special educators. The special educators are adequately trained to handle children with a wide range of disorders and disabilities, therefore giving them a better chance of successfully teaching the children what they have to learn. Hence, for a Jewish school and synagogue to support the inclusion of students with disabilities, they must employ trained special educators as part of their staff. Despite supplemental Jewish education programs such as these schools providing excellent Jewish experiences, parents wishing their special need children to have a Jewish environment everyday often have to fend for themselves with little school support. Those with the ability to afford it have to hire tutors and shadows, a solution that has not always been successful. In most cases, the parents have to make that difficult choice of taking their children out of Jewish schools. Thus to avoid this, the Jewish school and synagogue should provide the necessary support to parents of their students to ensure that raising and educating children with disabilities is not a wholesome burden (Reamer 322). In order to initiate services for students with special needs, the staff and school administration of a Jewish school and synagogue should follow certain laid down guidelines for all learning disabilities. One vital guideline is understanding that both social and academic behaviors of students with disabilities are symptoms of a disability and not flaws in characters or intentional acts. The teachers should allow time extensions for the completion of assignments and tests, and should not be impatient in case of delays in the completion of homework and such. They should also apply the use
Recommendation for a Jewish school and synagogue for students with disabilities In public schools, any student in need of special education must undergo an evaluation for special needs and then placed under an Individual Education Plan (IEP). However, in the case of Jewish schools, this is not the case since that particular law is meant for public schools…
How long have you known the applicant and in what connection?*
I have known Gregor for two years since he joined Bloomberg. We worked together in the same team within the Analytics Department. (Also, provide here a sentence or two about your own qualifications.
Due to the rates of special education students who drop out of high school and the alarming negative consequences of noncompletion, this study will focus on identifying the top reasons why these students decide to drop out of high school in order to develop more effective dropout prevention programs.
The act clearly describes the legal rights of the students with disabilities through its principles and procedures and clearly demonstrated the intentions of the government to safeguard the rights of students with disabilities through providing legislative shield (http://idea.ed.gov/).
This was characterized by marginalization of their educational needs in 95% of all public schools in the United States (US) educational system (Russo, 2011). It is not until the early 1970s that the US leadership saw the increased need to have an educational system that catered for the needs of disabled children in the same depth as those without disabilities.
Department of Education, 2000). This literature review shall discuss the early stages of reading instruction, when students with learning disabilities often have difficulty acquiring the developmental skills related to reading, including orthographic and phonological awareness.
1].” While the IDEA has undergone substantial amendment and interpretation since its first enactment3, it still retains three core purposes: (1) ensure a FAPE to all children with disabilities with emphasis on “special education
I had the pleasure of working with Gregor for one year in a team specialised in Equities. During this time, I observed Gregor as a hardworking, highly motivated and enthusiastic individual. From the beginning of his career within Bloomberg, he was involved
It has always been an assumption that discipline is used to contain and manage mis-behavior by students. However, discipline has other uses. One, the teacher has a chance to teach the students that their behavior greatly affects the well-being of others.
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