Budget and Resource Allocation Influence of Political Interest Groups on the Educational Policy Making Process Introduction
State support for public education has wavered over time as a consequence of other competing interests. This is more so the case given the competing demands of a wide range of other things including, but not limited to, healthcare (i.e. Medicaid). There are, however, variations from state to state. There is need for educational theorists, education policy practitioners and various other stakeholders in the education framework to better comprehend the various political forces having an impact on state fiscal policy. This text concerns itself with the influence of political interest groups on the educational policy-making process, with regard to budget and resource allocation. The context of this particular discussion will be Florida and Texas.
Discussion
Interest groups do not have an assigned definition. This is to say that there is no single accepted definition for ‘interest groups.’ However,…...

Scholarship notes that these five groups are critical in managing the electoral politics of the U.N., and in the manner resolutions are adopted by group. Complications arise, for instance, because the Arab world is split between Africa and Asia, and the former Soviet Republics are split between Asia and Eastern Europe, which also includes Russia. [12: Ibid.]
The importance of understanding these groupings is that they play a strategic role in controlling issues surrounding leadership, membership, responsibilities, and structure. The success or failure of a number of campaigns and issues follows the ability to find consensus with the groups, and the individual group's ability to exercise negotiation techniques to sway other blocs. Ironically, analysis of voting records over the past few decades show that despite the importance of electoral groups, 10% of written commitments between groups and 20% of oral commitments are discounted based on misleading information or intention. [13:…...

Special Interests
Washington lobbyists, influence, and money are concatenate forces in the current political dynamic. The 2008 election cycle saw Barack Obama spend in excess of 730 million on his run for the Presidency. John McCain was seemingly dwarfed, spending only 333 million" (OpenSecrets.org. N.D. 1). The spending however was only a portion of the 5.2 billion spent nationally in the 2008 election cycles (OpenSecrets.org. N.D. 1). Further, the situation seems to be accelerating. In 2010, a midterm election year when political spending tends to wane, the election cycle proved "the most expensive in history, with a total cost that is now expected to equal roughly $4 billion" (Kurtzleben 2010, 1) This figure will be seemingly insignificant to the 2012 election spending, which according to Bill Holman, government affairs lobbyist with Public Citizen, could be as much as $8 billion" (Gorenstein, 2011, 1).

The growing ubiquity of money in the political system…...

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References

ABC News. January 21, 2009. President Obama Sets Rules on Ethics and Transparency.

ABC News. Retrieved May 6, 2011 from http://blogs.abcnews.com/politicalpunch/2009/01/president-oba-3.html

Barnes, James. March 21, 2009. Insiders Say Special Interests Here to Stay. National Journal. Retrieved May 6, 2011 from  http://www.nationaljournal.com/njmagazine/sl_20090321_6799.php 

Barnes, James. March 21, 2009. Who Will Win Who Will lose? National

Triumph of Hope over Self-Interest, by David rooks. Specifically, it will identify the central point of the article and respond to the idea in some way. Americans are eternally hopeful, and much of that hope is based on increasing their wealth and moving up the rungs of the income ladder. This is why so many Americans seem to vote according to their hopes, rather than their economic realities.
THE TRIUMPH OF HOPE

The central point of this article revolves around the belief that Americans will always hope to be better off than they are, and so, they tend to identify with those who have more money, rather than those who have less. As the author notes, "Many Americans admire the rich," and he continues, "Americans resent social inequity more than income inequality" (rooks). rooks goes on to say that Americans do not see each other as rich or poor, they see…...

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Bibliography

Brooks, David. "The Triumph of Hope over Self-Interest."

In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," asch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special education" (p. 36). According to Mcgregor and Salisbury (2002), since then, the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA, P.L. 105-17, 1997), and the 1994 reauthorization of the Elementary and Secondary Education Act (also known as the "Improving America's Schools Act"; ESEA, P.L. 103-382, 1994), mandate the inclusion of supplementary services and instructional supports in the general education classrooms to provide all students with access to challenging and stimulating learning environments (Mcgregor & Salibury, 2002). In addition,…...

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References

Allan, J. (1999). Actively seeking inclusion: Pupils with special needs in mainstream schools. London: Falmer Press.

Balfanz, R., Jordan, W., Legters, N., & McPartland, J. (1998). Improving climate and achievement in a troubled urban high school through the talent development model. Journal of Education for Students Placed at Risk, 3(4), 348.

Banks, J. (1994). All of us together: The story of inclusion at the Kinzie School. Washington, DC: Gallaudet University Press.

Bullard, H.R. (2004). Ensure the successful inclusion of a child with Asperger syndrome in the general education classroom. Intervention in School & Clinic, 39(3), 176.

Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and relations that their own lives might have with the stories that they read. The implementation of taking the pictures is one way that this has been successfully achieved. This use of a camera is a very flexible application and is being used in different ways for different special-needs students.
May (2003) found that cameras are being used to also expand the span of words or vocabulary amongst the special-needs students. The teacher hands out a set of words to the students…...

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References

Beukelman, D.R., Beukleman, H.M., Ranklin, J.L., Wood, L.A. (2003). Early Computer Literacy: First Grades Use the "Talking" Computer. Reading Improvement. 40: 3. Retrieved August 16, 2007 from www.questia.com

Castek, J., Coiro, J., Henry, L.A., Leu, D.J., Mcmullan, M. (2004). The Lessons That Children Teach Us: Integrating Children's Literature and the New Literacies of the Internet. The Reading Teacher. 57: 5. Retrieved August 16, 2007 from www.questia.com

Doering, a., Hughes, J., & Huffman. D. (2003). Preservice teachers: Are we thinking with technology? Journal of Research on Technology in Education. 35(3), 342-362. In Speaker, K. (2004). Student Perspectives: Expectations of Multimedia Technology in a College Literature Class. Reading Improvement. 41: 4. Retrieved August 16, 2007 from www.questia.com

Dowrick, P.W. Kim-Rupnow, W.S, and Power, T.J. (2006). Video Feedforward for Reading. Journal of Special Education. 39: 4. Retrieved August 16, 2007 from www.questia.com

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 with the social change leaders. (Schall, Ospina, Godsoe and Dodge, nd)
Qualitative Research Methods

Qualitative research methods are those of:

(1) Phenomenology -- this is a form of qualitative research in which the researcher focuses on gaining understanding of how an individual or individuals experience a phenomenon.

(2) Ethnography -- qualitative research that focuses on the culture of a group and describing that culture.

(3) Case Study Research -- form of qualitative research that provides a detailed account of a case or cases.

(4) Grounded theory…...

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BIBLIOGRAPHY

Betts, Dion E. (2008) Professional Learning Communities and Special education: We Are Gathering Student Performance Data, Now What? PA Administrator.

Blaydes, John (2004) Survival skills for the principalship: a treasure chest of time-savers, short-cuts, and strategies to help you keep a balance in your life. Corwin Press, 2004.

Condelli, Larry and Wrigley, Heide Spruck (2004) Real World Research: Combining Qualitative and Quantitative Research for Adult ESL paper was presented at the National Research and Development Centre (NRDC) Second International Conference for Adult Literacy and Numeracy, Loughborough, England, March 25-27, 2004.

Cotton, K. (1996). School size, school climate, and student performance (School Improvement Research Series, Close-Up #20). Portland, OR: Northwest Regional Educational Laboratory. Retrieved September 30, 2006, from  http://www.nwrel.org/scpd/sirs/10/c020.html

special case that focuses on the poverty-stricken neighborhood of Allerton Avenue. The paper highlights the issue of drug-trafficking and shows how some citizen-driven programs helped in decreasing this problem.
Curfew at nine: Case analysis

Drug trafficking is a very common issue in most poverty-ridden neighborhoods in the United States. The reason why youth in these areas seek refuge in delusional world of drugs is because they lack proper education and there is indeed no incentive for them to get respectable grades or degrees. For years they have seen their parents working hard to make both ends meet and despite repeated government promises, these people failed to get even the very basic amenities such as clean water and spacious apartments. In these conditions, it is only natural that youth tries to escape the reality and seeks refuge in drugs. ut drug-use has never been an isolated issue; it gives rise to all…...

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Bibliography

Curfew at Nine: A Bronx Neighborhood Looks for Solutions.

This qualitative research uses a Delphi study to explore the perceptions of special education teachers regarding retention. This Delphi study includes twenty-five to thirty special education teachers of K-12 in two California districts of less than 40,000 students. The information gathered provides leaders in the field with successful practices in retaining special education teachers.

Purpose of the study

The primary purpose of this study is to explore the perceptions of special education teachers regarding the factors that influence their decisions to stay with a specific job placement or school community and develop recommendations for increasing teacher retention by developing more supportive school policies and practices. The study will employ the Delphi method to systematically survey special education teachers and develop an informed opinion about teacher retention by reviewing and distilling teacher input through several rounds of review. This survey of special education professionals can provide policymakers at all levels with an informed…...

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References

Allard, J., Chubbuck, S.M., Clift, R.T., & Quinlan, J. (2001). Playing it safe as a novice teacher: Implications for programs for new teachers. Journal of Teacher Education, 52(5), 365.

Arnold, M. & Mitchell, a. (2004). Behavior management skills as predictors of retention among South Texas special educators. Journal of Instructional Psychology, 31(3), 214.

Colucci, K. & Epanchin, B.C. (2002). The professional development school without walls: A partnership between a university and two school districts. Remedial and Special Education, 23(6), 349.

Cooper-Duffy, K., Herzog, M.J., Prohn, K., Ray, M., & Westling, D.L. (2006). The teacher support program: A proposed resource for the special education profession and an initial validation. Remedial and Special Education, 27(3), 136.

PRE-REFERRAL SCREENING School Psychologist Special Education Assessment Pre-Referral Screening/RTI ProcessAbstractChildren with special needs require specialized interventions that help them attain the desired educational and behavioral goals the same as other students. These desires attract different forms of interventions, most of which focus on the steps that should be followed to enroll students in special programs. The procedures constitute pre-screening and pre-referral. The two serve as the assessment tools to determine if children are absorbed in special education programs. School psychologists, parents, and other experts desire to adopt other mechanisms that enable students to achieve similar goals. However, special children fail the test in many cases, making them potential candidates for the program. The bottom line in these procedures is enrolling only those eligible and those whom other interventions fail to work. This paper concentrates on school psychologists\\\' different special education roles and the various interventions used in supporting needy students.Table…...

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BibliographyBatsche, G. M., Eliott, J., Graden, J. L., Grimes, J. Kovaleski, J. F., Prasse, D., & Tilly, W. D. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. The study\\\\\\\\\\\\\\\'s goal is to assess the level of intervention programs that target preschool children, especially in regions with poor education standards. In this research, a sample of 129 children was chosen for those aged between three and six years and who resided in a Brazilian state. The chosen state is ranked second-lowest in terms of its human development index. These children were clustered into a control group and the experimental intervention group. Here, items like intelligence, phonological awareness, vocabulary, naming, and memory were assessed pre and post the intervention. The recorded finding indicated improvements in rapid automatized naming and vocabulary for the experimental group for post-intervention tests. Before the intervention, intelligence levels, vocabulary results were 25%. Phonological awareness was at about 26% for the experimental group.Burns, M. Appleton, J. J., & Stehouwer, J. D. (2005) Meta-analytic review of responsiveness-to intervention research. Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.In this research, a meta-analytic assessment was done on 4 RTI models that were large scale and complemented by other models. Here, unbiased estimates of effect (UEE) for 24 identities were computed. According to the results, there was a high value of UEE in the RTI models that existed earlier than the university faculty results. However, both cases showed a strong impact. The values for UEE on the systemic results and student achievement was beyond 1.0. However, the UEE student value was nearly half the value of systematic outcomes for the RTI models. The models\\\\\\\\\\\\\\\' results also recorded a UEE value of 0.47 in systemic tests and 1.14 in the case of outcomes. In this research, the non-responders accounted for 19.8%, with an SD of 12.5. The average was 1.68% representing an SD of 1.45 of the entire student population under special education. The article also shares details about future research and possible implications.Burns, M.K. Griffiths, A., Parson, L.B., Tilly, W.D., & VanDerHeyden, A. (2007) Response to intervention: Research to practice. Alexandria, VA: National Association of State Directors of Special Education. This publication is a compilation of research regarding traditional LD diagnostic practices and RtI. The authors sought to identify the most important 25 articles for each topic and provide specific references. The most seminal five articles for each topic are annotated to summarize findings in an easily accessible manner. Although the authors attempt to provide a comprehensive resource for both traditional and RtI, the primary objective is to respond to concerns about a lack of a research base for RtI.Castillo, J. M., Hines, C. M. Batsche, G. M. & Curtis, M. J. (2011) Problem solving and response to intervention Project 3 evaluation. Educational and Psychological Studies Faculty Publications, 51. Retrieved from   this report, the researchers examine the implementation outcomes for three years. That is 2007-2010 for a Florida Problem Solving project (PS/RtI). There was a collaboration between the University of South Florida and FDOE on training and technical help supporting the PS/RtI structure in the project. Second, the research covered the effects of implementing PS/RtI in different regions that would act as a demonstration point. According to the report, there was notable professional development for the three years in the pilot programs\\\\\\\\\\\\\\\' schools. To enhance the implementation of PS/RtI and to be certain that the project was implemented faithfully, the staff used a model that included three stages. In this model, there was engagement among stakeholders who were primarily in the implementation of PS/RtI, those who aided in developing the infrastructure, and those in the delivery tier. Findings were based on the adopted model.Elliot, J., & Morrison, D. (2008). Response to intervention blueprint: District-level edition. Alexandria, Va National Association of State Directors of SPED education.The article discusses Response to Intervention (RtI), which is defined as offering advanced interventions tailored to meet the students\\\\\\\\\\\\\\\' needs, enable monitoring of the advancement, and promote the decision-making process by utilizing the available data. Information from RtI is employed in remedial, special education, and general decision-making procedures to help create an integrated system whose merit is based on gathered data. \\\\\\\\\\\\\\\"Blueprint documents\\\\\\\\\\\\\\\" aid in the development of a platform that is is usable in RtI construction. These \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" are also built on publications done by NASDSE. There are three \\\\\\\\\\\\\\\"Blueprints\\\\\\\\\\\\\\\" in this series: one at the state, district, and building level to guide implementation. These documents are created to provide concrete guidance to implementation sites. This \\\\\\\\\\\\\\\"District Level Blueprint\\\\\\\\\\\\\\\" outlines a district-level strategy\\\\\\\\\\\\\\\'s components to help realize RtI throughout the district and support the individual projects. In this case, districts must assess these features in terms of their relationships and structuring for state and individual school agencies. Kratochwill, T.R., & Shernoff (2004) Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34-48. The authors present an overview of evidence-based practice issues and school psychologists\\\\\\\\\\\\\\\' duty in developing and sharing EBIs. They advance the argument that an intervention should carry the evidence-based designation when information on context-based usage in a practical setting is where it has demonstrated efficacy under the conditions of implementation and evaluation in practice. Such a plan is called EBI reciprocal effect and forms a fundamental aspect of EBIs. This framework extends the developmental agenda of designating an EBI intervention from its experimental research foundations to its application in practice settings. Providing professional development to practitioners, researchers, and trainers in identifying, reviewing, and disseminating EBIs is a key part of the Task Force plan. Graduate programs may use competency-based training that would require students to master specific EBIs. A second model for integrating content on EBIs into graduate training would be for universities to encourage cross-disciplinary courses (e.g., offered jointly by departments of the school, counseling, and clinical psychology) or interdisciplinary concentration courses on EBIs. Sugai, G., & Horner, R.H. (2009) Responsiveness-to-interventions and school-wide positive behavior supports: Integration of multi-tiered approaches. Exceptionality, 17, 223-237. The No Child Left Behind and the Individuals with Disabilities Education Act recommend scientifically based research to improve students\\\\\\\\\\\\\\\' outcomes. From this emphasis, response-to-intervention has evolved. The researchers in this article present one perspective on the defining features of response-to-intervention and applying such tools in school-wide positive behavior supports (SWPBS). According to the research, the original objective of interventions has grown from the outcome and screening-based approach to interventions that target students\\\\\\\\\\\\\\\' decision-making. These interventions give details about SWPBS evolution that include behavioral support and creation of social culture in schools. They conclude by suggesting that the response-to-intervention approach offers an excellent umbrella of guiding principles for improved assessment and intervention decision-making. SWPBS is an example of applying fundamental tools to challenge formal methods that target behavioral change in a classroom setup. In efforts to support SWPBS realization, the researchers offer a self-assessment protocol for school and leading spearheading teams to improve the creation of an integrated set of interventions that ensure the process is relevant, durable, and affective aspects.ReferencesAspiranti, K., Hilton-Prillhart, A., Bebech, A., & Dula, M. E. (2019). Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change. Contemporary School Psychology, 23(3), 327-337.Barker, N. (2011). Systems Change: A study of response to intervention model implementation at two elementary schools in southern California. (Doctoral dissertation). Pepperdine University. Malibu, CA.Barrio, B. L., & Combes, B. H. (2015). General education pre-service teachers\\\\\\\\\\\\\\\' levels of concern on response to intervention (RTI) implementation. Teacher Education and Special Education, 38(2), 121-137.Batsche, G. M., Kavale, K. A. & Kovaleski, J. F. (2006). Competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32, 6-20.Berliner, D.C. (1993). 100-year journey of educational psychology: From interest to disdain to respect for practice. In T.K. Fagan & G. R. VanderBos (Eds.), Exploring applied psychology: Origins and critical analyses (pp. 37-78). Washington, DC: American Psychological AssociationBurns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381-394.Burns, M.K., Preast, J.L., Kilpatrick, K.D., Taylor, C.N., Youing, H., Aguilar, L., Allen, A., Copeland, C., Haider, A. & Henry, L. (2017). Leadership theory for school psychologists: Leading for systems change. Communique Professional Practice, 46(2), 1-30. Canter, A. (2006). School psychology. (COPSSE Document Number IB-4). Gainesville, FL: the University of Florida, Center on Personnel Studies in Special Education.Curtis, M. J. & Batsche, G. M. (1991). Meeting the needs of children and families: Opportunities and challenges for school psychology training programs. School Psychology Review, 20(4), 565-577.Eisner, P. E. (1963). The School Psychologist. Washington DC: Center for Applied Research in Education.Fagan, T. K. (1992). Compulsory schooling, child study, clinical psychology, and special education. American Psychologist, 47(2), 236.Fagan, T. & Wise, P.S. (2007). School psychology: Past, present, and future (3rd ed.). National Association of School Psychologists. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness?to?intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.Fuchs, L. S., Fuchs, D., & Zumeta, R. O. (2008). Response to intervention. Educating Individuals with Disabilities: IDEIA 2004 and Beyond, 115.Gravois, T. A., & Rosenfield, S. A. (2006). Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. Remedial and special education, 27(1), 42-52.Hawkins, R., Kroegar, S.D., Musti-Rao, S., Barnette, D. W., & Ward, J.E. (2008). Pre-service training in response to intervention: Learning by doing and interdisciplinary field experience. Psychology in the Schools, 45(8), 745-762.Herron, W.G., Green, M., Guild, M., Smith, A., & Kantor, R.E. (1970). Contemporary school psychology. Scranton, NJ: Intext Educational Publishers.Hosp, J.L., & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31(1), 11.Kirk, S.A., Galllagher, J.A., & Anastasiow, N. J. (1993). Educating exceptional children. Dallas, TX: Houghton-Mifflin.Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School psychology review, 33(1), 34-48.Little, S. (2013). School psychologists\\\\\\\\\\\\\\\' perceptions of stakeholder engagement in response to intervention. Contemporary Issues in Education Research, 6(4), 399-408. Little, T. D., & Rhemtulla, M. (2013). Planned missing data designs for developmental researchers. Child Development Perspectives, 7(4), 199-204.M. K. Lose (2008). Principal Magazine, 87(3), 20–23McIntosh, K., Goodman, S., & Bohanon, H. (2010). Toward True Integration of Academic and Behavior Response to Intervention Systems: Part One--Tier 1 Support. Communiqué, 39(2), 1-14.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Merrell, K.W., Ervin, R. A., & Gimpel, G.A. (2006). School Psychology for the 21st century. New York: Gilford Press.Powers, K., Hagans, K., & Busse, R. T. (2008). School psychologists as instructional consultants in a response-to-intervention model. The California School Psychologist, 13(1), 41-53.Rafoth, M. A., & Foriska, T. (2006). Administrator participation in promoting effective problem-solving teams. Remedial and Special Education, 27(3), 130-135.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Reschly, D., & Wilson, M.S. (1996). Assessment in school psychology training and practice. School Psychology Review, 25(1), 9-23.Shernoff, E.S., Bearman, S.K. & Kratochwill, T.R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232. DOI: 10.17105/SPR-2015-0118.V46.2Smith, T. E. (2005). IDEA 2004: Another round in the re-authorization process. Remedial and Special Education, 26(6), 314-319.Splett, J.W., Fowler, J., Weist, M.D., McDaniel, H. & Dvorsky, M. (2019). The critical role of school psychology in the school mental health movement. Psychology in the Schools, 50(3), 245-258. DOI: 10.1002/pits.21677Villegas-Gutierrez, M. (2015). Special education assessment process for culturally and linguistically diverse (CLD) students. Oregon Department of Education. Retrieved from https://www.oregon.gov/ode/schools-and-districts/grants/ESEA/EL/Documents/SPED-Assmnt-Proc-for-Culturally-Linguistically-Diverse-Students-2015.pdfYsseldyke, J. E. (1982). Spring hill symposium on the future of psychology in the schools. American Psychologist, 37, 547-552.http://scholarcommons.usf.edu/esf_facpub/51 In

Early Childhood Special Education Curriculum, Instruction and Methods Projects
This beginning chapter delineates education to the young children with special needs. In particular, early childhood special education mirrors impact and acclaimed practices resultant from the special education and early childhood fields. In the present, emphasis that is laid on early childhood does not encompass whether these young children can be provided with special needs service in typical settings but focus is rather on how the design of these inclusive programs can be most efficacious. Therefore, taking this into consideration, it is necessary to have early intervention for children with disabilities. However, an important element that is delineated in the chapter is that in as much as these children have special needs, they ought not to be treated in a dissimilar manner. The programs of early intervention for kids and preschoolers with special needs have to be centered on the similar developmentally…...

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References

Blackwell, W. H., & Rossetti, Z. S. (2014). The Development of Individualized Education Programs. Sage Open, 4(2), 2158244014530411.

Center on the Developing Child at Harvard University. (2011). Inbrief: The Science of Early Childhood Development. Retrieved from:  http://developingchild.harvard.edu/index.php/resources/multimedia/videos/inbrief_series/inbrief_science_of_ecd/ 

Cook, R. E., Klein, M. D., Chen, D. (2012). Adapting Early Childhood Curricula for Children with Special Needs, 8th Edition. New York: Prentice Hall.

Edutopia. (2007). Smart Hearts: Social and Emotional Learning Overview. Retrieved from:  http://www.edutopia.org/social-emotional-learning-overview-video

SPECIAL NEEDS STUDENTS IGHTS Analysis of Legal and Ethical Issues of Special Needs StudentsThere are special needs of special education children, and the educational institutes, and the parents have to work in collaboration with each other for the delivery of the free and appropriate educational environment to special needs students. The state laws encourage the placement of educational services for this very purpose so that the rights of special needs students are protected in a place where they are studying. This paper aims to identify a legal or ethical rights issue of special needs students and provide recommendations for addressing it. The paper research would conclude by providing a communication plan that can be carried out by the school faculty for building support for social needs equity and diversity.Identification of a Legal Issue with Ethical ImplicationsWhen talking about ethical rights in special Education, religion is the first and foremost of…...

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References Abror, M.F., Widiyanto, B. & Fadli, M. (2018). Moral Education for children with special needs through the habituation of religious activities. Jurnal Pendidikan Inklusi, 2(1), 15-20. DOI: 10.26740/inklusi.v2n1.p15-20 Ault, M.J. (2010). Inclusion of religion and spirituality in the special education literature. The Journal of Special Education, 44(3), 176-189. DOI: 10.1177/0022466909336752Cassaday, C.J. (2000). Participation of special education students in extracurricular activities: Motivation and effects on academic performance and social skills (Master’s thesis). Available from Rowan Digital Works. ( of NSW Department of Education. (2016). Special Education in ethics implementation procedures. Retrieved from https://www.nswacc.org.au/wp-content/uploads/2015/12/SEEimplementproced.pdfZhang, K.C. (2010). Spirituality and disabilities: Implications for Special Education. Intellectual and Developmental Disabilities, 48(4), 299-302. DOI: 10.1352/1934-9556-48.4.299https://rdw.rowan.edu/etd/1644)State

This has been cited as a primary cause for the readily available guns in nearby New York City, and despite the fact that most Virginians are in favor of closing this loophole and enforcing stricter gun control, the National Rifle Association has been instrumental, through lobbying efforts and campaign contributions, to have officials elected that agree with their constituents in most instances but side with the NRA in keeping the sale of guns through gun shows legal (NY Times 2009). This instance also helps to illustrate the mechanisms at work in the government that allow the NRA's continued benefit at public expense.
The National Rifle Association is not some all=powerful organization that is able to install leaders into office simply based on its own preferences and purse strings. Research has shown that the National Rifle Association can be extremely effective in hotly contested races for congressional and state-level seats, however,…...

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Works Cited

Kennedy, E. "Should Congress Enact Administration Proposals For Increased Federal Controls Over Firearms? PRO." Congressional digest 46(8/9) (1967), pp. 218.

Kenny, C.; McBurnett, M. & Bordua, D. "The Impact of Political Interests in the 1994 and 1996 Congressional Elections: The Role of the National Rifle Association." British Journal of Political Science 34(2) (2004), pp. 331.

Medlock, S. "NRA = NO RATIONAL ARGUMENT? HOW THE NATIONAL RIFLE ASSOCIATION EXPLOITS PUBLIC IRRATIONALITY. Texas forum on civil liberties & civil rights 11(1), 2005-6, pp. 39.

NY Times. "Editorial: Virginia and Gun Control." 22 October 2009, pp. A34.

Clarence Thomas and Special Interest Groups
The nomination of Clarence Thomas launched a great deal of concern among liberal interest groups.

Like Robert Bork, Clarence Thomas was an unashamed conservative. During the Thomas confirmation hearings, the traditional liberal African-American special interest groups, such as the National Association for the Advancement of Colored People (NAACP), moved away from other liberal groups to support the nomination of only the second African-American to the Court (Herrnson, Shaiko & ilcox 1998).

omen's rights groups turned out against the Thomas nomination, especially after Anita Hill's sexual harassment charges were made public. Their efforts, along with those of other traditionally liberal groups, were not enough to stop the Thomas nomination.

Over the years, many groups, both liberal and conservative, as well as the American Bar Association, various law professors, and attorneys from prestigious law firms, have testified on behalf of or against Supreme Court nominees.

This occurs because the appointment of…...

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Works Cited

African-American Women in Defense of Ourselves. Advertisement, New York Times, 17 Nov. 1991: A19.

Boot, William. "The Clarence Thomas Hearings; Why Everyone - Left, Right and Center - Found the Press Guilty as Charged." Columbia Journalism Review. 30(5): 1992.

Caldeira, Gregory A., Hojnacki, Marie and Wright, John R. The Informational Roles of Organized Interests in the Politics of Federal Judicial Nominations. Paper prepared for delivery at the 1996 annual meeting of the Midwest Political Science Association, 1996.

Carter, Stephen L. The Confirmation Mess: Cleaning Up the Federal Appointments Process. New York: Basic Books, 1994.

21st Century American 'Democracy': The Best Government that Money Can Buy
ithin polarized, interest group-dominated 21st century United States life, most Americans still cling to the idea, despite abundant evidence to the contrary, that we live in a democracy. In today's America, however, that idea is more quaint than accurate. Instead, as the article suggests, America is more a pseudo-democracy than a real one, in which special interest groups (and, as their representatives, high-priced lobbyists they can afford to hire) shape national political, social, economic, health, environmental, and most, if not all, other national agendas for us (although definitely not on our behalf). Meanwhile, a destructive combination of voter apathy (especially among, but not limited to, working-class individuals and minority group members, who feel especially detached) gives us, instead of democracy, the best government money can buy.

ebster's New American Dictionary defines "democracy" as: "1: government by the people; esp: rule of…...

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Works Cited

"Democracy." Webster's New American Dictionary. New York: Merriam-

Webster, 1995, p. 138.

Tocqueville, Alexis de. Democracy in America. New York: Signet, September

2001. 42-43.

1. The impact of the Affordable Care Act (Obamacare) on access to healthcare in the United States
2. The effectiveness of Medicare and Medicaid in providing affordable healthcare to low-income and elderly populations
3. The future of universal healthcare in the United States
4. The role of pharmaceutical companies in rising healthcare costs
5. The importance of mental health coverage in healthcare policies
6. The debate over the privatization of healthcare services
7. The impact of electronic health records on patient care and privacy
8. The implications of genetic testing and personalized medicine on healthcare policy
9. The role of preventative care and public health initiatives in reducing....

Yes, there are several potential essay topics that can present opposing viewpoints on the presidential election in 2024. Some possible topics include:

1. The role of money in politics: One side may argue that wealthy donors have an unfair influence on elections, while the other side may argue that campaign contributions are a form of free speech and necessary for candidates to effectively communicate with voters.

2. Voter suppression and election integrity: One side may argue that voter ID laws and other measures are necessary to prevent fraud and ensure fair elections, while the other side may argue that these measures disproportionately....

Essay Topics with Opposing Viewpoints on the Environment:

1. The Role of Government in Environmental Protection

Argument 1: Government regulation is necessary to protect the environment from the negative impacts of industry and human activity.
Argument 2: Government regulation stifles economic growth and innovation by imposing unnecessary burdens on businesses.

2. The Environmental Impact of Agriculture

Argument 1: Modern agricultural practices have a significant negative impact on the environment, including soil degradation, water pollution, and climate change.
Argument 2: Agricultural practices have evolved over time to meet the growing food demands of a global population and are essential for the well-being of....

1. The Future of America: A Look Ahead to the 2024 Presidential Election
2. The Potential Contenders: Predicting the Candidates of the 2024 Election
3. Issues and Challenges: Examining the Key Factors of the 2024 Presidential Race
4. The Role of Social Media in Shaping the 2024 Presidential Campaign
5. Voter Turnout: Analyzing the Impact of Engagement in the 2024 Election
6. The Power of Political Messaging: How Candidates Craft Their Image in the 2024 Election
7. The Role of Money in Politics: How Fundraising Affects the 2024 Presidential Race
8. The Importance of Swing States: How They Will Shape the Outcome of the 2024 Election
9. The....