Presents a qualitative study of the effects of the "No Child Left Behind" Act on special education and general educational outcomes.
Written in 2005; 2,400 words; 10 sources; APA; $ 73.95
Paper Summary:
The primary aim of this research proposal is to to determine how the NCLB program impacts special education students, general collaboration and educational outcomes. NCLB was introduced by the Bush Administration in 2001 with the intent of improving the performance of sub groups and special populations in educational institutions across the nation. The focus of this paper revolves around how NCLB impacts special education students and classroom structure, in addition to examining the deficits in NCLB programming with regard to special education students. At this time there is a large body of research that focuses on the impacts of NCLB both positive and negative. Though some mention of special education students is made in many of these studies, this paper narrows the gap that exists with regard to comprehensive information regarding NCLB. Relatively few studies have focused on the impact NCLB legislation has had on specific teaching practices and attitudes among general educators vs. the attitudes and teaching practices of special education educators.
From the Paper:
"Young (2003) also points out that legislators have been struggling with this act since its inception in 2001, and that many schools are reflecting a state of chaos rather than a state of success when it comes to realizing the stringent requirements of the act. Further, he suggests that the implications of the act are becoming more clear as time progresses, suggesting that while legislators are supportive of the law in general, the act is actually placing more and more legislators in a state of controversy and chaos rather than facilitating progress among the nation's school districts (Young, 2003). For schools to actually improve student performance so that all children, including special education children, meet the requirements, continuous improvement efforts are still necessary (Young, 2003)."
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