¶ … utopian school district: An overview All teachers should be allowed to present material that makes use of a multiple range of intelligences, including applied, kinesthetic intelligence to get students moving and out of their seats. In most schools today, "a cycle of control and challenge is born that reduces dramatically learning about responsibility and citizenship, increases anger and the need of students to challenge what they see as repressive authority, and sets in place emotions and tensions that reduce learning" (Peterson & Tamor 2003: 6). A utopian school district would not primarily rely upon standardized assessments, applying a narrow and rigid 'cookie cutter' approach to measure student achievement, but would focus on individual student improvement.
Individualization is the key to effective special education. That is why every child in a special education setting has an individualized education plan (IEP). The needs of, for example, a child with autism who is nonverbal are very different from the needs of a highly verbal child on the autism spectrum with social deficits. Allowing more individualized assessment and delivering more individualized treatment would be a critical component of any 'utopian' school district.
However, as well as creating individualized instruction plans for all students in their supportive environments, the larger environment of the school should also be supportive of learning differences. "Consider children with disabilities as general education children first: Special education and general education are treated as separate systems, but in fact share ...
Teachers would be given more latitude in creating formative assessments to measure student comprehension on a regular basis and be able to tailor their learning plans as needed. There would be room for the use of student portfolios and team-based learning. Portfolios assess an individual student's learning over a time and highlight personal improvement rather than judge students by a preexisting standard. Team-based learning teaches important interpersonal skills to students and also allows less strong students to learn from their more competent peers. This creates a supportive environment for learning, rather than stigmatizing slower learners like standardized assessment often can.
Teachers must also be supported in a utopian school district. This includes financing professional education and talking to teachers about what works and what does not work in the classroom, rather than dictating a specific program to…
All teachers should be allowed to present material that makes use of a multiple range of intelligences, including applied, kinesthetic intelligence to get students moving and out of their seats. In most schools today, "a cycle of control and challenge is born that reduces dramatically learning about responsibility and citizenship, increases anger and the need of students to challenge what they see as repressive authority, and sets in place emotions and tensions that reduce learning" (Peterson & Tamor 2003: 6). A utopian school district would not primarily rely upon standardized assessments, applying a narrow and rigid 'cookie cutter' approach to measure student achievement, but would focus on individual student improvement.
More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration
Abstract Students with disabilities or suspected disabilities are evaluated by schools to determine whether they are eligible for special education services and, if eligible to determine, what services will be provided. In many states, the results of this evaluation also affect how much funding assistance the school will receive to meet the students. This study provides a brief detail historical background on special education screening. It focuses on the philosophies of
..concerns exist that (a) time will be taken away from the development of functional or vocational skills, (b) referral rates will increase, - students will be exempted or omitted from the accountability system" (Defur, 2002). These are some of aspects that the leader has to be aware of in the implementation of policy and in practice. Possibly the most important aspect to consider is the actual quality of leadership that is
Part I: Best Practices Learning disabilities, or specific learning disabilities, is a fairly well defined category that refers to impairments in functioning, typically related to language, perception, memory, or mathematical processing. The classification includes a number of conditions including dyslexia, developmental aphasia, and brain dysfunctions but does not include intellectual disabilities or emotional disturbances (Kavale, Spaulding & Beam, 2009). Moreover, learning disabilities manifest regardless of access to opportunity and other socioeconomic
Introduction to the Problem Designing effective support services for students with autism remains one of the most pressing needs in special education (Creswell, 2013). Autism is described as being a spectrum because of its diverse manifestations. Therefore, students with autism spectrum disorders comprise a heterogeneous group. Being a heterogeneous group makes it harder to design effective support services that meet the needs of all persons. Research consistently shows that although students
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to