Source 16 supports the statement by saying ‘In 1870, the Government made elementary education up to the age of 13 compulsory for all children.’ This shows that by opening education to all children aged 13 and below, they had approached the problem of uneducated children especially boys from falling into lower classes. Source 17 also agrees, ‘Before 1870, education was not compulsory and it was not free.’ The government had then opened a branch for the lower classes to become educated and somehow improve their quality of life. By opening up school board and creating new schools, it meant that fees were eventually to be taken off, when after the 1902 education act, schools that were receiving state funding had to offer 25% of all places without fees. Gladstone the prime minister at the time believed in equality of opportunity, so over the coming years, showed open support about children receiving open education for all ages. He openly says about passing the political power to an uneducated nation and improving people’s quality of life, therefore showing support.
SATs are test given to children in year 6 and year 9 to see their progress. These policies were introduced to education market in UK in order to improve equalities so minority groups could integrate into dominant culture. In 2002 labour revealed their plans introduce new schools, new technology and change to ethos of school which could result in better achievement from students. EMA’s was introduced by labour in after 1997 to improve equality between working class group and ethnic minority group. EMA are paid weekly to students that come from low income background.
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.
Running head: HISTORY OF SPECIAL EDUCATION LAW History of Special Education Law Katy J. Kaldenberg Grand Canyon University: SPE-350 Special Education Litigation and Law Wednesday, May 23, 2012 History of Special Education Law The Venn-Diagram above compares the similarities and differences of the Education for All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act of 1990, 1997, and 2004. Before 1975 many children that had special needs were denied access to public education (ERIC Clearinghouse on Handicapped and Gifted Children, R. A., 1987). Public education for children with special needs was made possible with the passing of the Public Law 42-142 also known as the Education for All Handicapped Children Act of 1975 (ERIC Clearinghouse on Handicapped and Gifted Children, R. A., 1987). Education for All Handicapped Children Act of 1975 encouraged states to design programs that would meet the needs of children with special needs. The Education for All Handicapped Children Act of 1975 required a child two meet two criteria.
Running head: JOURNAL ARTICLE CRITIQUE PAPER Journal Article Critique Paper Chris Muth University of Phoenix Action Research MTE 561 Mishaleen Allen October 31, 2009 Journal Article Critique Paper Journal Article Critique The following critique features, “Who is responsible for educating English language learners? Discursive construction of roles and responsibilities in an inquiry community,” by Bonnie English, featured in Language & Education in 2009. The purpose of the critique is to identify the integral parts of the journal article. What background information is given, if any? Schools across the United States are educating more linguistically diverse students than ever before (Garcia and Cuellar
Mrs. Kenner PL – Law ECD 135 The Handicapped Children’s Early Education Act of 1968 (P.L 90-538) The Handicapped Children's Early Education Assistance Act was signed on September 30, 1968 by President Lyndon B. Johnson. Later being renamed in the year of 1992. This act was an act that was and still is admired for establishing over one hundred model programs for preschool and other youth handicapped children. Due to this act congress required schools to eliminate all architectural barriers to the physically handicapped. Furthermore, the types of services that the Act provides are designed under experimental approaches to meet the needs of children with disabilities.
The National Association for Retarded Children was founded in the 1950’s and wanted to ensure that people or children with disabilities were provided with adequate medical care, social services and education (Hardman, Drew, & Egan, 2011). Through the decades attitudes, legislation and litigation have changed for the better where special needs children are concerned. Attitudes regarding special needs children have evolved and changed in a positive direction in 1961 when President Kennedy created the Presidents Panel on Mental Retardation (The History of Special Education in the United States, 2013). Because of this panel states were given aid for educating students with disabilities. Following this in 1965 President Johnson signed the Elementary and Secondary Education Act into effect which also garnered more funding for special education (The History of Special Education in the United States, 2013).
This act was formed to focus mainly on improving education and is mainly directed to disadvantaged students. The goal of the No Child Left Behind Act is to give more instructional time and less time for extracurricular during school hours. It is focused on changing the academic process by annual testing and giving report cards more often. The act also required funding changes. To receive funds the states and schools have to give assessments to students in certain grade levels (No Child Left Behind Act).
Constructivist Theory and Best Practices: Secondary Education November 17, 2008 Learning Design of the Constructivist Theory In the twenty first century it is clearly evident that the traditional teaching style must be changed to adapt to technology and teaching and learning issues of this time period. The learning design of the constructivist theory is about the various styles of teaching among different teachers that promotes learning in the classroom. According to Gagnon and Collay, “the CLD (Constructivist Learning Design) is a guide to organizing for learning, using six elements: Situation, Groups, Bridge, Task, Exhibit, and Reflection” (Gagnon & Collay, p.17, 2006). All six elements of the Constructivist Learning Design that Gagnon and Collay describe have been developed to promote educators to implement the constructivist theory in the classroom. It is highly important to keep the students engaged while teaching.
Running Head: Learning 1 Classroom vs. Online Course Student English 101 Professor Once upon a time Learning 2 Classroom vs. Online Course Here is a topic that I had in mind since I started to consider returning to school. Classroom vs. Online Course will talk about the differences in my own view between the two. I will compare based on the types of education gained, the environments, teachers and fellow students, and the type of impact that this two experiences may bring. Returning to school was one of the most difficult decisions I have made yet. There were a lot factors to consider.