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¶ … push towards greater inclusiveness has led to meaningful trends in American education, especially since the passing of federal legislation ranging from the Educate America Act and No Child Left Behind to the Regular Education Initiative. To learn more about the ramifications of any federal legislation, parents, students, teachers, administrators, and community leaders can access the appropriate web portals to detailed information including full-text versions of the bills. Moreover, any interested parties can learn about how the federal legislation impacts educational practice, pedagogy, and curriculum in their state or district by visiting the web pages of those venues. Exploring the issues of legislation can be daunting without verbal supports, which is why some parents, students, and other stakeholders might want to attend public workshops and meetings related to education in their areas as part of the "comprehensive involvement plan" vision that coincides with Goals 2000 ("Goals 2000: Educate America Act," n.d.). Likewise, scheduling meetings with administrators and community leaders might help to illuminate some of the more confusing or complex issues associated with educational inclusiveness and educational policy in America. A wealth of peer-reviewed journal articles may also provide additional information to parties interested in exploring...
Inclusive classrooms and related pedagogical issues affect all students, and not just those diagnosed with disabilities. Teachers are at the forefront of all discussions related to special education policy, which is why I would want to be sure that educators were included in any discussion about the law. To properly address special education law in a broader context, it would only be necessary to refer to multiple sections of bills like the No Child Left Behind Act, which includes provisions for special education.
2. Ultimately, educators remain "in charge of the instruction of all children in their classrooms, including those who are not succeeding in the mainstream," (Jenkins, Pious & Jewell, 1990, p. 479). Formal accountability is rarely challenged, even when it is taken for granted in public schools. Within this framework of absolute accountability for educators, it is nevertheless necessary to remember that educators work within systems and institutions and are subject to prevailing laws and related constraints. Accountability has recently become overly connected with standardized common core standards that fail to meet the needs of students.
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References
"Goals 2000," (n.d.). Retrieved online: http://www.tecweb.org/eddevel/telecon/de99.html
Jenkins, J.R., Pious, C.G. & Jewell, M. (1990). Special education and the regular education initiative. Except Child 56(6): 479-91.
Woods, A., Dooley, K., Luke, A. & Exley, B. (2014). School leadership, literacy, and social justice. Chapter 28
Education An Analysis of the book "Life in Schools" by Peter McLaren Peter McLaren is a well-known proponent for enforcing social reform and teaching and discussing about new issues in education and critical theory, which is the critical pedagogy and multicultural education. His extensive works regarding the study of critical pedagogy has already made him popular and well received by students, scholars, and readers who are in line of thinking with Paulo
This perspective suggests the necessity of distinguishing between the intended use (and real affordances) of an object and its perceived affordances. For instance, affordances presented by a knife are defined by the individual who uses it, not necessarily by its designer. More specifically, although a designer envisaged the knife as a cutting tool, the user might not utilize the knife for cutting. While Gibson (1979) suggests that the knife
Changes in and to children's literature mirror, as well as construct, changes in social norms. For example, the 1908 book by Kenneth Grahame, Wind in the Willows, is a frolicking fantasy tale starring a cast of anthropomorphic animals. Themes of camaraderie, friendship, and adventure do not serve as vehicles for political discourse. When Jan Needle published Wild Wood nearly a century later in 1981, the author imbued the basic structure
Pedagogy -- Langston Hughes and Frederick Douglass Critical Pedagogy in Literature There are two phenomena -- discrete even in their close relation -- called structural violence and cultural violence that I have recently learned to call by their socio-political monikers. A discussion about structural and cultural violence is relevant to the topic of the paper since both exemplify the foundation upon which racial prejudice and justification for social class rests. To
Feminine Pedagogy and Critical Theory Pedagogy of the Oppressed "We are living in a period of profound challenges to traditional Western epistemology and political theory" that are in evidence in every aspect of modern life, and that are especially profound in the field of education (Weiler, 2003). The single most profound aspect of these epistemological, social, and political changes is based in the ironic history of postmodernist movements: An oppressed group may
Physical Education: Critical Evaluation of HPE Activities in the ClassroomHealth and physical education (HPE) is necessary for school-going children�s physical and mental development. It has proven valuable for increasing social cohesion, social responsibility, and interactional skills, leading to higher academic performance discipline (Smith et al., 2021). This paper aims to observe an HPE session�s class activities and critically analyze the learning outcomes, student engagement, and further recommendations if required.I attended