Current Issues Summary and Response Matt 12/12/2010 Intro As a future special education teacher one of my jobs will be to keep up-to-date on current issues in the education field and let my parents know about any helpful development on these current issues. It is important for teachers to keep tabs on new developments that could be useful to better their understanding of education as a whole. There are a plethora of current issues involving special education. These issues range from more controversial to less controversial. Some of the more controversial issues are the use of tests to place students into special education, how should we grade students with special needs and how to discipline a student who is in special education.
Although there are good resources in place to nurture and challenge students in our schools, the methods of assessment for placement are out-dated. The Nagleri and the Iowa Test of Basic Skills are used, along with EOG scores for grade 3 and above and prerequisite course grades for high school. There is little staff development in gifted education, but each of our AIG teachers are fully certified. In both the K-2 nurturing program and the grades 3-8 content replacement, students use critical thinking skills and real life applications of these
IEP (Individualized Education Plan) usually has the obstacles addressed as to what standard expectation and based on the goals of their objectives to be met. The issue is financial situations in some districts where they don’t want to spend the dollars on a student. No matter how severe a hearing loss the students may have, they deserve the right to perform the best of their abilities. These children need proper accommodations and support from their families and teachers. “In the high-stakes testing model, everyone is given an equal chance to learn, and they take the same tests to determine what they have learned.” (Spring, 16th Edition, 2013, American Education, P. 63) Regardless of deaf and hard of hearing students mainstream in public schools, we are able to focus on solutions to help these students succeed.
ASPIRE ESSAY This essay will look at the model of Assessment Planning Intervention and Review (ASPIRE). The essay will look at a case study where the elements of ASPIRE have taken place and look at the theories and values which have underpinned and informed practice. The essay will not take the form of being neatly separated into the different sections of ASPIRE in a linear sequence as the direct work that has taken place has very much been an inter-meshing of assessment at the same time as the intervention. This is because the main intervention used was Crisis Intervention model which, in Roberts’ ACT model, involves a minimum number of contacts. Due to the nature of intervening at a time of crisis its immediacy is paramount in helping to resolve the presenting problems, stress, psychological trauma and emotional conflicts (Roberts 2006).
IDEA’s reauthorization further admission in 1997 for students with disabilities. Also, the No Child Left Behind Act (NCLB), became a law in 2002, instructed that student functioning should be separated into groups, as well as disability and race, and pressed for better student results. Legislation and litigation influence the education of students with disabilities because in the mid 1960s and 1975, state legislatures, the federal courts, and the U.S. Congress implied effective educational rights for children with disabilities. All states were required to modify their state plans and policies to ensure compliance with the law. Legislatures from all states also passed approved laws mandating, fostering, and/or funding special education programs.
The ideal was to establish a set of basic academic standards that all students should achieve, hold the schools accountable for meeting these standards for all students, ←and→ then give educators the choice of how to meet the standards. The way NCLB is currently being administered must be fixed, otherwise we will have both new ←and→ seasoned talented teachers leaving the profession in droves. Although reading ←and→ math tests would remain in the administration's proposal, schools could also include student performance in other subjects as part of overall measurements of progress. Critics say that the current education law has narrowed the curriculum for students:→ Many teachers zero in on math ←and→ reading at the expense of other subjects to help students prepare for the required tests. (Douglas) Students need a well-rounded education," the blueprint declares, and it cites disciplines including history, civics, foreign languages, and the arts.
The study also proved that reading problems in middle elementary students requires a multi step process. The research stated that no single measure effectively defines whether a student is at risk. References Speece,, D., Ritchey, K., Silverman, R., Schatschneider, C., Walker, C., & Andrusik, K. (2010, June 1). Identifying Children in Middle Childhood Who Are at Risk for Reading Problems. School Psychology Review, 39,
There are many ways to measure a child’s progress in school, but the one size fits all methods of standardized testing does not work effectively. Some schools have chosen to use a customized assessment solution such as the Northwest Evaluation Association, or NWEA. The NWEA, a national nonprofit organization, “uses researched-based educational growth measures, professional training, and consulting services, to improve teaching and learning and works closely with school districts to work toward a uniform strategy that serves individual student needs” (Gamble-Risley). Availability of an
Changes in the teaching of the new math curricula versus the basic teachings are getting better for some student coming up learning math especially in the K-3 school. Another Phi Delta Kappan article called “Parrot Math (Criticism of Why do teachers want to use their strategies instead of learning new ideas their student come up with? The subject of the matter comes up as teachers can also learn from student as well. While a teacher teaches one way which might be long-term for a student, the student might find a different short-term way to solve their problem or equation. This is the kind of mathematics that most parents and government officials recognize as the curricula that they attempted to learn when they were in school.
It contends that things will be different this time. The particular outcomes of the first wave of deinstitutionalization