Interdisciplinary Capstone Instructor: Gary West August 15‚ 2011 “The No Child Left Behind (NCLB) Act of 2001 is arguably the most far-reaching education policy initiative in the United States over the last four decades. The hallmark features of this legislation compelled states to conduct annual student assessments linked to state standards‚ to identify schools that are failing to make “adequate
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I had the pleasure in meeting and interviewing Mrs. Robinson* from Wellington Elementary in LISD. She has been a Special Education teacher there for the past three years. Before working here‚ Mrs. Robinson worked at a middle school in Plano‚ TX. Collectively‚ this is her 16th year teaching and I think that she is a prime example of adapting her practice to meet the needs of each learner. Mrs. Robinson’s inspiration started when she was little. She always knew that she wanted to work with small
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Special Education: A Look at the History Tracy Len Baier November 23‚ 2011 Abstract The purpose of this paper is to address the historical landmarks and legislation that have formed and created our current special education system. We will take a journey from the start of public education and its exclusion of special needs students to the current push for inclusion of all students learning within a general education classroom. The author will also share some of the pros and cons of
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Moral Education Framework EDU 6085 Purpose of the assignment: The purpose of the Moral and Educational Framework (MEF) assignment is to encourage students to integrate their thinking about moral values and education sparked by this course in some coherent‚ not necessarily comprehensive‚ way. My hope is that you will leave this assignment with a document that articulates the moral piece of your vision as an educational leader‚ a document that can guide you as you proceed in your professional
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of instruction would influence their teaching and learning strategies in their potential classroom environments. The results were published in an article for the International Journal of Higher Education dated the 22nd June‚ 2013. It would be prudent to infer that most graduates from teacher education institutions have a conceptual understanding of differentiated instruction. However‚ they admit that it is difficult to apply and integrate content‚ process and product differentiation practically
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According to the Operation Managers textbook‚ “Operations managers have the difficult task of ensuring that goods and services are created and delivered successfully to customers.” (Collier &Evans‚ 2000). When done on a global scale‚ operation managers encounter many obstacles when overseeing the supply chain. Building relationships with different suppliers is important. Globally‚ this can prove difficult because of cultural barriers. Operations managers also have to take into consideration international
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reason and usually a special system of symbols and rules for organizing them. Many pupils in the basic school do not find mathematics as an interesting subject and for that matter they avoid it in any examination. During the researchers teaching practice program at Prampram Freeman Methodist School‚ the researcher realised that the pupils had problems with the addition of two‚ two-digit numbers. However‚ through observation and interaction with pupils’ and with the class teacher‚ it was found out that
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The special educational needs and disability review A statement is not enough This review was commissioned to evaluate how well the legislative framework and arrangements served children and young people who had special educational needs and/or disabilities. It considered the early years‚ compulsory education‚ education from 16 to 19‚ and the contribution of social care and health services. Age group: 0–19 Published: September 2010 Reference no: 090221 Contents Executive summary 3 Key findings
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Teachers’ role in the proclamation of Inclusive Education in Hong Kong: Challenges and Inspirations Introduction Nowadays‚ when we talk about students with special education needs (SEN)‚ we are no longer focusing on how special education schools treat the SENs for their learning. We address to the issue inclusive education because the public believes every child should share the same fundamental right to learn in a ‘normal’ classroom and education should be provided to cater the wide diversity
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Special Education services are delivered using two primary methods the Cascade of Services approach or the Full Inclusion technique. Each method has its own benefits and pitfalls as well as specific components. There has been no decision as to which method is superior and often these methods are used in the same educational setting based on the needs of the individual. The Cascade of Services method was developed in the 1970s by Evelyn Deno to serve as a diagnostic filter. This method has seven layers
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