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Some feared the need for teachers to have multiple certifications to be considered highly qualified may prove nearly impossible for many school districts. As the demand for special education teachers increases, many specialists will be drawn to more wealthy school districts that offer higher salaries and more resources for teachers. While it is true that many of the respondents praised the accountability aspect of NCLB, its effects upon the actual quality of education of special needs students is more ambiguous.
The article solicited both qualitatively and quantitatively documented responses, and the response of one teacher seems to perfectly sum up the thesis of the article: "The definition of a rural teacher is someone that can teach everything to everyone. NCLB denies that this type of flexibility is important [sic]." Because of NCLB's demand for specialization, rural educators and rural education as a whole will be more...
However, as valid as these concerns may be, there is also a serious question if special needs children are indeed having their educational needs met in rural districts that have teachers without substantive coursework in needed curricular areas. NCLB objectives may highlight deficits that need to be addressed in the context of rural special education; however there are serious questions if the approaches that it encourages, such as teaching to the test, or the unintentional incentives it creates for teachers to leave rural areas, justify the benefits of knowledge it brings.
Reference
Mitchem, Katherine, Katie Kossar & Barbara L. Ludlow. (2006, Summer). Finite resources, increasing demands: Rural children left behind? Educators speak out on issues facing rural special education. Rural Special…
Reference
Mitchem, Katherine, Katie Kossar & Barbara L. Ludlow. (2006, Summer). Finite resources, increasing demands: Rural children left behind? Educators speak out on issues facing rural special education. Rural Special Education Quarterly, 25 (3): 13.
No Child Left Behind Letter of Transmittal Impact of NCLB on Maryland School Systems Request for specified action Federal and State Restructuring Options Maryland State School Improvement Grant Budget Application, Allowable and Non-Allowable Expenditures No Child Left Behind (NCLB) is the re-embodiment of President Lyndon Johnson's Elementary and Secondary Education Act of 1965 (ESEA). The primary purpose was to raise the standard of education and bridge educational boundaries. NEA certainly supports these aims and works solely in
Katherine Moriwaki An internationally respected artist and researcher, Katherine Moriwaki is currently a PhD candidate at Trinity College in Dublin. Her passion, her artistic and career drive, is the ongoing investigation of wearable fashions, networks, and the "experiential resonance of technologically mediated public space," according to her biographic materials presented on her Web site (www.kakirine.com). She is pursuing her doctorate in the Department of Electronic and Electrical Engineering, focusing on creative and
In a sense, Paul buried it when he buried the rabbit. She will look back at that place and see it as a time when things shifted in her world. Miranda lost the tomboy little girl and exchanged her for a girl facing all the pains and pitfalls of adulthood. Again, it is impossible to find blame in this tale. Miranda wanted to see the bunnies as much as
Now, at 16, having returned again to her parents' home with Drake, she "has agreed to earn her GED and enroll in a vocational school to train for a job" and to thereby increase her current cognitive skills. However, "her classes begin a week from now; she has not made arrangements for Drake's care while she is in class." This lack of planning and preparation for long periods of
Katie Chopin the Storm Comparing Symbols of the Storm to an Illicit Love Affair: Kate Chopin's "The Storm" Kate Chopin's short story the storm is a fiery tale of two lovers, whose passion comes just as fast as the onset of the violent storm that serves as the backdrop of the story. Throughout the short story, there are symbols presented by Chopin that correlate both with the onset of the raging storm
Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop