the use of pictures and graphs in the annual report
Posted by Melda Research on April 23rd, 2019
An individualized education program is in existence due to children with disabilities. An Individualized Education program is a legal document that spells out special needs kids’ learning needs. It includes the services that the school should provide as well as the progress measurement. Creating the paper involves several parties including the parents of the children. The process aims to sort out the kids’ strengths and weaknesses. Creating an efficient individualized education program often takes time, effort, and patience. The federal law requires that public schools generate an individualized education program for every child receiving special education services. The program addresses each child’s unique learning challenges and particular educational goals. The program is a legally binding document and the school must deliver everything it promises. There are evidences of case studies of cases concerning children with disability appearing over a long period in the past. Some of them are as an example below, and they give insight of the plight of disabled students in America’s education system.
Court case studies
Over the last decade, a higher number of charter schools has become a viable option for numerous students looking for quality education (Drame, 2011). Public charter schools and their administrators have an obligation to follow principles in federal mandates. They should create environments and service delivery models the adequately address the requirements of special needs students. Charter operators considered their local education agency, experienced significant challenges with addressing special education in planning and implementing charter schools (Drame, 2011).
In 1979, on June 21, Judge Clarence C. Newcomer made his decision and order in the case of Armstrong v. Kline. He pointed out the undisputed policy and practice of the Pennsylvania Department of Education. The system refuses to fund the provision of a strategy of individual needs and other services for more than three months annually for any handicapped student (Stotland & Mancuso, 1981). It violates the public law 94-142. The Department also had a policy of instructing hearing officers who preside at special education that they were without authority to order any educational programs more than 180 days per year (Stotland & Mancuso, 1981).
In 2004, the U.S Supreme Court ruling on plans for children with disabilities made a decision. It stated that parents who disagree with their child’s individual education plan have the legal obligation. They should prove that the plan will not provide the precise training which all law entities every disabled child (Greenhouse et al., 2005). The ruling affirmed a decision in 2004 by the U.S Court of Appeals for the Fourth Circuit. The decision continued to affect hundreds of cases yearly and was a disappointment for parents and disability rights parties. The national school boards association was happy about the decision.
Student Achievement Guarantee in Education program (SAGE) is a multidimensional education agenda. It aims to reduce class size to improve the effectiveness of IEP in a public school in the state of Wisconsin. The school, the Mercy school for the disabled, at the center of Wisconsin with a population of 1000 students with and without learning disabilities. The schools director, Mr. Tony Bryer, as well as the school’s board of governors, have granted the permission to conduct an informal interview with the school personnel of choice. For clearer information on the program, I decided to perform a personal interview with one Miss Jennifer Pitt. She is the program's administrative manager for the school. The study involves testing the program on a few students. The pupils in this study are between the ages of 10- 15 years old and between the grades 4 and 7.
Miss Jennifer Pitt observed the students with the help of her subordinates and I interviewed her on the effectiveness of the program. The program was tested on 20 students, ten boys and ten girls. Five of them were hearing while the rest had a hearing disability. I chose to go to the school to enable me to point out major issues facing the program. I was quick to realize that the school did not have an IEP yet. So to say, it indicated that the services provided by the school may not be appropriate for every child’s needs in the school. I mentioned this to Miss Jennifer Pitt, and she seemed reluctant to acknowledge the failure of the schools administrative body. However, she quickly to added that the process of introducing an IEP for the school was underway, and the administration was very supportive about it.
The special educators in the school are very well trained and dutiful in their line of duty. I took some time to visit each class and observe for myself how they interacted with the students. It was impressive I must say. The administration assured me that they didn’t employ educators with less than excellent recommendations in their resumes. I must say it is easy to believe once you see the teachers at work.
The pupils are in clusters of two or three per group. The state Department of Wisconsin found that class- size reduction increases attention to individual students (Zahorik, 1999). Although class size does not affect students directly, the overall result draws from the teacher paying better attention to each student time. The teachers duties are practically just about their pupils and therefore do not spend time away from them. Hence, their overall functions do not affect the services they provide to the students.
I would suggest that schools build relationships by using the potential power in class size reduction programs. These programs focus on the needs and resources of families in particular communities instead of one-size fits all models. The model strengthens links between home and school.
I would like to compel the local government to provide more financing for the special education programs in these schools that will improve the quality of teaching in the state.
Some hearing aids instruction booklets contain information that some users may find very hard to understand and follow closely. The shortcomings may be an adverse impact on hearing aid satisfactory use (Brooke et al., 2012). Therefore, companies should evaluate written information for customers before they use their products. More time and effort, as well as intensity of the program's approach, may limit the extent of expanding such programs (Raghavendra et al., 2013).
Creating an efficient individualized education program often takes time, effort, and patience. A federal law called the Individuals with Disabilities Education Act (IDEA) requires that public schools create an individualized education program for every child receiving special education services. It goes to show that a class with fewer students per teacher is more efficient than one with a higher number of pupils (Drame, 2011).
As much as the administrators in the school and the guardians have a crucial obligation in improving these programs, the state authority also has a duty. The responsibility entails providing the schools with necessary funds needed to implement the programs as well as pay the special educators.
Drame, E. R. (2011). An Analysis of the capacity of charter schools to address the needs of students with disabilities in Wisconsin. Remedial & Special Education, 32(1), 55-63. Doi: 10.1177/0741932510361259
Stotland, J. F., & Mancuso, E. (1981). US Court of Appeals Decision Regarding Armstrong v. Kline: The 180 Day Rule. Exceptional Children, 47(4), 266-270.
Greenhouse, L., Arenson, K. W., & Gately, G. (2005, November 15). Burden of proof now on parents in school cases. (cover story). New York times. Pp. A1-a21.
Zahorik, J. A. (1999). Reducing Class Size Leads to Individualized Instruction. Educational Leadership, 57(1), 50
M. Elizabeth, G., & Denise, O. (2009). You Just Feed Them With a Long-Handled Spoon: Families Evaluate Their Experiences in a Class Size Reduction Reform. Educational Policy, 23(5), 685-713. Doi: 10.1177/0895904808321271
Brooke, R. E., Isherwood, S., Herbert, N. C., Raynor, D. K., & Knapp, P, 2012. Hearing Aid Instruction Booklets: Employing Usability Testing to Determine Effectiveness. American Journal of audiology, 21(2), 206-214. Doi: 10.1044/1059-0889(2012/12-0008)
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