| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DISABILITY EDUCATION": |
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Disability and Education, 2008.
This paper explores the barriers to education that students with disabilities face in Canada.
1,139 words (approx. 4.6 pages), 5 sources, MLA, $ 39.95
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Abstract
The paper discusses how students with disabilities face considerable challenges in their efforts to achieve an education in spite of their rights being defined and protected by the law and by policies enacted by educational institutions. The paper shows how a range of institutional and social factors block the educational aspirations of students with disabilities, at both the secondary and postsecondary levels, even in progressive societies such as Canada. The paper emphasizes how laws and policies are not enough without the will and the general acceptance of the need for inclusion, support services and accommodations for students with disabilities.
From the Paper
"People living in Western countries such as Canada tend to believe that they live in societies governed by laws. However, one of the ironies that is commonly noted in the scholarly literature on disability with respect to access to education is the fact that not only the spirit, but often even the letter, of laws supporting the rights of students with disabilities are often ignored or violated by educational institutions, boards and local and regional governments. As critics note: "According to the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, "administrators sometimes react to requests by interpreting the laws arbitrarily and by setting contradictory or inequitable policies. . ."(Wilson and Lewiecki-Wilson 298)
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Individuals with Disabilities in Education Act, 2005.
A within-groups study based on the Individuals with Disabilities in Education Act.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
Enacted in the 1970s, the Individuals with Disabilities in Education Act (IDEA) was intended to procure the same education for disabled children as provided for their non-disabled peers. The paper shows that, as a result, disabled students were moved from special education classrooms into regular classrooms, which provided the least restrictive environment demanded by the IDEA (The Individuals with Disabilities Education Act. But do students with disabilities truly profit from this arrangement? This paper proposes a within-groups study to determine the answer to that question.
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The Individuals with Disabilities Education Act (IDEA), 2006.
This paper analyzes the six principles of the Individuals with Disabilities Education Act (IDEA).
1,435 words (approx. 5.7 pages), 2 sources, APA, $ 47.95
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Abstract
This paper explains that, prior to the passage of the Education for All Handicapped Children Act (EHA - Public Law 94-142), upon which the Individuals with Disabilities Education Act Amendments of 1997 (Public Law 105-17) is based, over half the children with disabilities in United States did not receive appropriate educational services. The author points out that today IDEA ensures that every child with a disability is given a free and customized public education, with the least restrictions, granting of certain rights to parents; the law guarantees that the children are not segregated or removed from the classroom altogether on the basis of their disabilities. The paper stresses that the six principles of IDEA can not be truly implemented and benefited unless all affected parties including parents and the schools have an understanding of the law and implemented it fully.
Table of Contents:
Free Appropriate Public Education (FAPE)
Appropriate Evaluation
Individualized Education Program (IEP)
Least Restrictive Environment (LRE)
Parent and Student Participation in Decision Making
Procedural Due Process
Conclusion
From the Paper
"It used to be a common scene for parents to be told by school administrators that they did not have any plan for their disabled children. But not any more. With the introduction of new amendments in the form of IDEA, all children (ages 3 to 21) with disabilities are entitled to a free, and appropriate public education. The state and local school systems are made responsible to organize and pay for the education even if it is provided in a private or residential school outside of the local public school system. "
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Experiment for Individuals with Disabilities in Education Act, 2005.
Presents an experiment relating to the Individuals with Disabilities in Education Act (IDEA).
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper provides an experiment that tests the hypothesis that the Individuals with Disabilities in Education Act (IDEA) presents a problem for regular education teachers in public schools as it detracts from the time that they are able to spend instructing and aiding regular students because they are busy with the integrated disabled students. Hypothesis testing ideas included in this table are those of null hypothesis, alternative (statistical) hypothesis, significance, level, Type 1 and Type 2 error and internal validity threats.
From the Paper
"In the United States of the 1970s, there was educational legislation passed by the U.S. government under the name of the Individuals with Disabilities in Education Act, or the IDEA. The IDEA strove to level the playing field for the nation's many children suffering from disabilities, be they physical or mental in nature, by requiring that these students be incorporated into the "least restrictive" environment of regular classrooms, instead of their traditional setting of special education classrooms (The Individuals with Disabilities in Education Act (IDEA) 1-2). However, this legislation has been thought to be somewhat detrimental to the educational environment of the "regular" students in classrooms, as teachers might be diverted from helping these students while attending to the many and varied needs of the disabled students."
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The Individuals with Disabilities Education Act (IDEA), 2002.
Provides background information, analysis, and suggestions on the IDEA as it relates federally and to the state of Texas.
4,400 words (approx. 17.6 pages), 6 sources, $ 160.95
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Abstract
The Individuals with Disabilities Education Act federal law requires school districts to provide students with disabilities a free, appropriate public education. This paper examines the Individuals with Disabilities Act (IDEA). It also suggests how the IDEA should be altered and whether inclusion laws for children with disabilities in Texas, as well as throughout the United States, should be changed. Ultimately, the IDEA is an appropriate law, which has proper and noble goals -- that is, to provide a free education to all of its citizens including those who have disabilities.
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Education and Children with Disabilities, 2005.
"This paper has its origins as part of a larger study of disability and the education system. The operating hypothesis of this paper in its research...
3,600 words (approx. 14.4 pages), 10 sources, $ 142.95
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Abstract
"This paper has its origins as part of a larger study of disability and the education system. The operating hypothesis of this paper in its research stages was that while paternalistic structures of authority and control inherent in the medical model of disability were expected to have played a prominent role in the early history of the education of children with disabilities. In the modern, post-1970 era this will have yielded to educational approaches based more on the social model of disability."
From the Paper
This paper has its origins as part of a larger study of disability and the education system. The operating hypothesis of this paper in its research stages was that while paternalistic structures of authority and control - inherent in the medical model of disability - were expected to have played a prominent role in the early history of the education of children with disabilities, in the modern (post 1970) era this will have yielded to educational approaches based more on the social model of disability.
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Education and Children with Disabilities, 2005.
This paper provides an examination of the history of laws relating to education and children with disabilities.
4,500 words (approx. 18.0 pages), 10 sources, $ 178.95
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Abstract
In this article, the writer discusses the subject of education as it relates to children with disabilities. The writer firstly looks at the history of laws regarding disability and the education system. The writer then studies the system and laws in more modern times.
From the Paper
"This paper has its origins as part of a larger study of disability and the education system. The operating hypothesis of this paper in its research stages was that while paternalistic structures of authority and control - inherent in the medical model of disability - were expected to have played a prominent role in the early history of the education of children with disabilities, in the modern (post 1970) era this will have yielded to educational approaches based more on the social model of disability."
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Educating Children with Disabilities, 2005.
An overview of the No Child Left Behind Act and the Individuals with Disabilities Education Act.
675 words (approx. 2.7 pages), 2 sources, APA, $ 23.95
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Abstract
This paper addresses the following two distinct issues: 1) how the standards movement has impacted educational programs for the disabled, 2) how the No Children Left Behind law has impacted special education programs.
From the Paper
"According to an essay published on the Duff White Boykin LLC websites, the No Child Left Behind (NCLB)Act has implications for students who have been identified as disabled under the Individuals With Disabilities Education Act (IDEA). Under NCLB, students with disabilities are one of the major subgroups required to achieve educational proficiency. NCLB and IDEA are similar in that both are outcome-oriented. NCLB focuses on annual progress against standardized tests. IDEA focuses on assessing disabled students to ensure they are making measurable improvement against individual..."
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Education and Legal Ruling, 2005.
Details the development of rights for students with disabilities regarding equal education opportunities.
1,125 words (approx. 4.5 pages), 3 sources, APA, $ 39.95
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Abstract
This paper looks at the history of the development of the right to equal educational opportunities for students with disabilities. It looks at two seminal cases, PARC v Commonwealth of Pennsylvania and Mills vs Board of Education, which provided the basis for the Individuals with Disabilities Education Act (IDEA).
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Qualitative Research Design in Education, 2005.
An explanation of the qualitative research design for Individuals with Disabilities in Education Act.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper is a brief description of a qualitative research proposal for use in education. The qualitative research process holds invaluable information for researchers who seek to identify trends in the literature. Qualitative research is invaluable as it helps synthesize the existing data from quantitative studies with the perceptions of those who have been directly affected by the topic of study.
From the Paper
"This implies that the exploration of data is supported by the first-hand observations of those who are affected in some manner by the topic of study, and presents a more personal and more realistic summation of why the study is justified and why change needs to be accomplished in order to aid the affected population. In the current proposed study, the qualitative research design will be a synthesis of existing literature on the topic of the Individuals with Disabilities in Education Act (IDEA)."
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Learning Disabilities, 2004.
This paper discusses various types of learning disabilities and the law that promotes education for people with such disabilities.
3,380 words (approx. 13.5 pages), 13 sources, APA, $ 96.95
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Abstract
This paper explains that, since students with disabilities need to develop adult skills that will enable them to live, work, and interact in integrated community settings, the educational system guarantees they are provided with an appropriate educational experience. The author points out that the Individuals with Disabilities Education Act (IDEA) is very specific in its wording that children with disabilities should be educated along with children without disabilities; however, inclusion does not mean that students with disabilities must have the same curriculum or the same educational goals. The paper relates that Attention Deficit Disorder (ADD), with or without hyperactivity, is becoming an increasingly prevalent problem and that these children are at higher risk for learning, behavioral, and emotional problems.
Table of Contents
Introduction
Issues
Inclusion
Free and Public Education (FAPE)
Due Process
Disabilities
Learning Disabilities
Behavior Disorder: ADD
Mental Retardation
Conclusion
From the Paper
"Accommodations should be made to enable and enhance the learning experience of the disabled student. Services should be provided that allow the student to participate in as many aspects of the classroom activities as possible. Personnel are to be provided, based on the needs of the student. Staff development and training will be given to all that have need, in order to provide the disabled student with a quality education."
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Special Education High Schools, 2002.
Does high school prepare special education students for life after graduation?
9,058 words (approx. 36.2 pages), 17 sources, APA, $ 188.95
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Abstract
This paper shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with non-disabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming," and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question addressed in this project is, "Does high school prepare special education students for life after graduation?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a high school education for special needs students in preparing them for life in the real world after graduation. This paper provides a review of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.
Outline
Introduction
Literature Review
Legislative and Litigation History of Special Education
What Is Mainstreaming?
Benefits of Mainstreaming
Collaborative Education Techniques for Children With Learning Disabilities
Benefits of Inclusive Educational Settings
Challenges and Drawbacks Associated with Mainstreaming
Methodology
Findings
Discussion
Summary and Conclusion
From the Paper
"Approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan's assessment, "Revamping special education," prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. "A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the 'deaf and dumb, and to promote education of the blind.' These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times" (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. "Although some public schools undoubtedly provided exceptional services to children with disabilities, others did not. Indeed, as recently as 1973, perhaps as many as one million students were denied enrollment in public schools solely on the basis of their disability" (Horn & Tynan, 2001, p. 36). This state of affairs changed dramatically in 1975 with the passage of the Education of All Handicapped Children Act (PL 94-142). Renamed the Individuals with Disabilities Education Act (IDEA) in 1990, this landmark legislation mandated that children with disabilities receive a free and appropriate public education in the least restrictive environment."
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The Disabled Children, 2004.
This paper presents basic information on the right to education for disabled children.
1,085 words (approx. 4.3 pages), 6 sources, MLA, $ 37.95
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Abstract
This paper explains that the Education for All Handicapped Act of 1975 gives children with disabilities the right to special education by directing funds to states and local districts for the education program of disabled children. The author points out that the core of the Individuals with Disabilities Education Act (IDEA) is the Individualized Educational Program (IEP), a contractual agreement, which is specifically designed for each disabled student. The paper relates that the least-restrictive-environment mandate states that children with disabilities have the right to be educated in a regular educational environment without discrimination.
Table of Contents
IDEA and IEP
Developing IEP
Programs for Special and Gifted Children
Programs for the Physically Handicapped Children
Programs for Mentally and Behaviorally Handicapped Children
Programs for Children with Health Problems
Right to Regular Educational Environment
Conclusion
From the Paper
"This covers children with physical disabilities such as visual, hearing, and orthopedic impairments. Such children may be permitted to attend education in their respective residence, or in separate classes. If attending in a regular class, special assistance and supervision must be provided. Some of the provisions that physically handicapped students may need are instruction in Braille for the blinds; large books, proper lighting, audible instructions, use of sign language, and speech workshops for the deaf; physical therapist for the orthopedic disabled. Special environment characteristics may also be needed such as the presence of ramps and wide doorways for wheelchairs, or the presence of appropriate handles to assist them (for instance, in toilets and stairs)."
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What's So Special about Special Education?, 2002.
An analysis of the topic of inclusion which requires educational frameworks in the United States to include children with disabilities into their systems
1,272 words (approx. 5.1 pages), 4 sources, APA, $ 43.95
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Abstract
This paper introduces, discusses and analyzes the topic of full inclusion, which calls for integration of students with disabilities to the regular classroom/education system in the United States. Specifically, it provides arguments in favor of using full inclusion in the classroom and answers the question 'What's so special about special education?' It examines what children - both disabled and non-disabled - can learn from educational experiences with their peers and that an inclusion of these children in the classroom benefits everyone, from the teachers, to the students, to the parents.
From the Paper
"Aiding full inclusion in the classroom is the development of specialized assertive devices for disabled students. Many of these devices were developed specifically for use in the classroom environment. There are devices for reading Braille, typing while the student dictates into the machine, and speaking computers that translate text into spoken words. There are also software programs that "help people with learning disabilities read and write more efficiently and productively" (Steele-Carlin). The devices help disabled students assimilate into the classroom, and keep up with their classmates in written and oral assignments. Parents may provide some devices, while others may be provided by the school district. As more of these devices become available, it should be markedly easier for disabled students to learn and participate in the classroom."
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Mainstreaming and Physical Education, 2003.
Discusses the inclusion of disabled students in mainstream physical education classes.
2,250 words (approx. 9.0 pages), 12 sources, $ 79.95
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Abstract
Discusses the federal law and the Individuals with Disabilities Education Act (IDEA) and the Amendments of 1997. Examines new challenges faced by physical educators regarding adapting activities for students.
From the Paper
"Federal educational law in general and the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 mandate that disabled students with physical, learning, or emotional disorders be placed in..."
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