General Education Curriculum Access Essay Example | Topics and Well Written Essays - 1000 words

cosmopolitan Education Curriculum Access - Essay ExampleIn the 2004 reauthorization, another provision was added to take the monitor process further (p. 234) Districts with an overrepresentation of minority group members in special didactics must set parenthesis 15 percent of their federal aid for students, single outicularly those in grades K-3, who need additional academic and behavioural support to succeed in a general upbringing environment, according to the law (Andy and Beaker, 2001). The 2004 reauthorization also necessitate states to allow districts to practise a strategy called response to intervention, as a tool for determining if a child has a specific learning disability. Response to intervention, or RTI, involves early identification of students learning problems and the use of increasingly intensive lessons, or interventions, to address those problems before they become entrenched. The process has been credited as a factor in reducing the overall rate of students diagnosed with specific learning disabilities, which has been on a tight declinesince 2005, Aruba (2001). ... Although parents often play an important role in securing special education services for their children, some(prenominal) of the responsibility of helping students with disabilities succeed in the classroom falls to teachers, Camacho and Perez-Quiroz (2002). No Child Left stooge and IDEA require special education teachers to be highly qualified in special education as well as in the subjects they teach. General educators, who typically have more experience pedagogics a specific subject area, must be able to work effectively with students with special needs, further they are not required to be highly qualified to teach students with disabilities (Camacho and Perez-Quiroz, 2002). An experienced special education teacher typically has helped support the learning of hundreds of children with disabilities or other special needs. In order to be qualified for this work, she ha s had to undergo a rigorous certification process, which graduate generally includes course work at the undergraduate and/or level in special education, depending upon the specific licensure requirements in her state (Andy and Beaker, 2001). Susan is a startle grader with a wonderful imagination who loves listening to stories and quickly incorporates new words into her spoken vocabulary. Yet, while some of her classmates have begun to read fluently, she continues laboring over each word and her comprehension remains low. Susan is not a real student, but a composite of many students familiar to virtually every experienced teacher the ones who appear bright and engaged but inexplicably founder when trying to learn some essential part of the curriculum. Determining whether a student like Susan has a specific learning