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Special education vs regular education
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Recommended: Special education vs regular education
The President Commission on Excellence in Special Education (PCESE)
The government’s primarily goal is to close the achievement gap between special education students and general education students. In October of 2001, before the No Child Left Behind was put into action, President Bush appointed a commission called The Presidents Commission on Excellence in Special Education (PCESE). The purpose of this commission was to bring together 100 experts to evaluate the special education system. In conclusion, the commission could not agree more with President Bush that the special education system needed radical reform (Kauffman, 2004 p. 1). One of the main changes that the commission wanted to see was the achievement gap between special education students and general education students. The PCESE states, “The ultimate test of the value of special education is that, once identified, children close the achievement gap with their peers” (Kauffman, 2004 p. 4). I’m assuming the word peer means the same age child in general education. I don’t see how they expect students with a mental disability to be able to learn just has fast as general education students. I mean that’s what closing the gap means. “The gap to which the PCESE refers is simply not closable for reasons obvious to anyone with a rudimentary understanding of statistics and disability” (Kauffman, 2003 p. 3).
Kauffman brings up an excellent point, why isn’t the government comparing children that receive special education to those children who don’t receive special education. Wouldn’t it make sense to compare two things that are similar instead of trying to compare two things that are no way alike? Why don’t we focus on making special education as good as it can be? We should work to make sure students with disabilities learn everything they can at their own speed in special education (Kauffman, 2003 p. 3). Not scraping the whole system. Basically general education students are the wrong comparison to determine if the special education system is working or not. “The PCESE asked the wrong question and suggested dedicating ourselves to closing the wrong gap. Their approach is about as helpful as dedicating ourselves to closing the gap between 5 and 7” (Kauffman, 2003 p. 3).
Now after the PCESE made its report and after President Bush put NCLB into action three years ago, the nation starts to ask if this law is truly helping our children with disabilities. Is this new law really helping our students exceed expectations?
Brumbies are known as the feral horses that inhabit Australia- mostly throughout the Northern Territory, Queensland and scattered centrally in Western Australia. Some small mobs live within Victoria and New South Wales, but none as vast or dense in population. These horses influence the natural habitat in many ways- they reduce vegetation growth, cause soil erosion and impact upon other animals living within the ecosystem. They are seen as pests to national parks, and essentially, this is the reason for their culling- they cause more damage than they are worth. The only positive aspect a brumby herd will impose is that they maintain walking and driving tracks throughout state parks.
Hehir, T. (2009). New directions in special education: Eliminating ableism in policy and practice. Cambridge, MA: Harvard Education Press.
Manatees, commonly called Sea Cow, are large aquatic mammals that are found in warm coastal areas, rivers and warm water springs in the Amazon Basin, West Africa, the Gulf of Mexico, the Caribbean Sea and the Southeastern United States. Manatees can be found in salt water, fresh water and brackish water. They spend most of their time eating aquatic plants, resting, migrating and nurturing their young. The manatee species has evolved over the last 45 million years. The adult manatee evolved into an average of approximately 10 feet long and weighs between 800 and 1,200 pounds (Site This).
The West Indian Manatee (Trichechus manatus) is a marine mammal that lives in the coastal waters and around the offshore reefs of Belize. Manatees have large gray bodies covered with algae or barnacles. They are herbivores that consume marine vegetation such as sea grass and surface regularly to breathe. They reside in sea grass beds and in mangroves that provide them with shelter. The West Indian Manatee is listed as vulnerable under the IUCN Red List of Threatened Species, and may eventually be listed as endangered. They are at a huge risk of decline due to coastal development and other changes to the environment (Auil). Manatees are facing countless risks and deaths as the human population increases in varying locations. According to the National Geographic, in the year of 2013, there have been a total of 829 known manatee deaths which has been the highest toll since biologists started to keep records of this species. Manatees have no natural enemy, so their deaths are caused by human interaction. These are entanglements in nets, destruction of habitat, collisions with watercraft, and hunting.
Lintner, Bertil. The resistance of the monks: Buddhism and activism in Burma. New York, NY: .
The manatee is a large, bulky aquatic mammal with flippered forelimbs and a spatula-shaped tail. Manatees can grow to 12 feet in length and weigh up to 3500 pounds. They may live to be 50 years old. It might be very difficult to imagine, but manatees (also known as 'sea cows') share a common ancestor with elephants, but did not evolve from the elephant, the elephant is considered the manatee's closest living relative. The manatee's vaguely human-like face is sometimes described as one only a mother could love. Indeed, it is difficult to understand how sailors ever mistook a manatee for a beautiful
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
For almost 50 years, from 1962 until 2011, Myanmar had a closed authoritarian regime with poor records of governance and socio-economic development (OECD, 2014). Myanmar 's history was also marred by ethnic conflicts, self-isolation, economic mismanagement and corruption for most of the past half-century. Then in 2011, Myanmar had declared the end of the military dictatorship as part of the Road Map to democracy and transformed itself into a civilian government embracing the democratic transitions (Soans and Abe, 2015). Since then, Myanmar has undergone important and sweeping reforms towards a more open government (OECD, 2014). The new government has clearly indicated its desires to regain trust from its citizens through building integrity
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
For my visitation I went to the public high school in my hometown. Due to time constraints I was not able to visit the school on a weekday when classes were in session. I did however get to witness another part of the special education/inclusion program called the Rooster Buddies. I did, however, get some information on the special education program from an administrator via phone and fax.
The first man in her life is her father, whose name is John Durbeyfield. He was a drunken farmer. John discovers from the local parson that he is related to the noble local family of d'Urbervilles. After finding out this information, the farmer and his wife immediately send their beautiful daughter, Tess, off to meet and introduce the d'Urbervilles and if everything works out win a position in their household.
However, it still met with inconsistent criticism due to the myth that “positive intervention” doesn’t work and draining resources of regular courses. However, evidences shown prove the opposite effect. Special education is constant need of more funding – especially when it constantly gets budget cuts from congress and thus, schools are unable to keep up with the afford to provide the necessary need of special education (Wall 2014). So the myth of special education draining resources is the no way the truth. How could they be able to drained resources from other students if the programs themselves are in limited supply? Lack of understanding and easy to become a scapegoat for the blame of overall score of a school being poor is quite easy to pit the blame. Another reasoning is due to socialization—the label of being placed in special education is rather an unfortunate burden that could follow the child (Huerta 2015). Often times, stereotypes are attached and are considered inferior to other students, potentially adding onto potential fears. In order to improve any form of education for special education, funding a provided them resources should be considered the first thing to look
Year after year students put themselves through large amounts of stress, attempts to prepare themselves mentally, and spend majority of their waking hours studying for standardized testing required through the No child left behind act (NCLB). An act put in place by the Bush Administration in hopes and efforts for student around the country to excel in education. However, the No Child Left behind Act is hindering a student’s ability to perform in the classroom rather than the student to excel as planned. Amongst other countries around the world, the United States performs significantly lower in education. Overall, the act had good intentions, but does it really raise achievement and close the achievement gap? Improving education has always been a top priority in the white house. Many laws have been passed but how many have succeed? NCLB is one of the biggest social engineering projects of our time, but shows very little progress in our children’s education. The No Child Left behind Act causes more of a negative outcome by being ineffective at achieving academic improvement, closing the education gap, limiting the teaching material for instructors, and causes a harmful repercussion on children and adolescents mentally and emotionally.
President Bush quoted, “Clearly, our children are our future…Too many of our neediest children are being left behind” (www.ed.gov). The “No Child Left Behind” Act expands the federal government’s role in elementary and secondary education. The NCLB emphasizes accountability and abiding by policies set by the federal government. This law sets strict requirements and deadlines for states to expand the scope and frequency of student testing, restore their accountability system and guarantee that every classroom is staffed by a teacher qualified to teach in his or her subject area. Furthermore, the NCLB requires states to improve the quality of their schools from year to year. The NCLB pushes state governments and educational systems to help low-achieving and low-efficiency learners in high-poverty schools meet the same academic standards that apply to all other students.