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In this article, the writer discusses that a study of special education theory and application is crowded by valid concerns that heavy dependency on standardized text and examination approaches have caused a fundamental bias toward specific learning styles. The writer considers the educational implications of No Child Left Behind (NCLB), which leaves our schools deeply compromised by the impractical commitment to federalized testing standards, and which has resulted in the inappropriate placing of many students in special education settings, where they are allowed to languish without the individual attention they require to achieve at acceptable standards. The writer concludes that these conditions illustrate the need for the new presidential administration to change the federal approach to rating school performance through methods which are more scientifically sound.
From the Paper:"The overlapping authorities of federal, state and local governments are directly implicated by the legislation, which requires that the latter two dedicate their resources to meeting the demands of the former. This is an approach to education which directly contradicts tradition Republican philosophy on the entitlements which are to be allowed states and local governments in shaping policy affairs with relative autonomy. NCLB is, to the contrary, a federal program which gives the national government a broad and sweeping degree of mandatory oversight over performance metrics and content approach in education. For states and localities which must contend with their own unique sets of challenges pertaining to learning capabilities, cultural variances and economic restraints (to name just a few), the diminished level of control means a diminished ability to respond to individual learning needs and assessment demands."
Sample of Sources Used:
- Conley, Mark W. & Kathleen A. Hinchman. (2004). No Child Left Behind: What It Means for U.S. Adolescents and What We Can Do about It The No Child Left Behind Act Promises All Students a Better Chance to Learn, but Does That Promise Include Adolescents? Journal of Adolescent & Adult Literacy, Vol. 48.
- Darling-Hammond, Dr. Linda. (2004). Teaching For Social Justice. PENN GSE Perspectives on Urban Education.
Cite this Analytical Essay:
NCLB and Special Education (2010, December 24) Retrieved March 08, 2021, from https://www.academon.com/analytical-essay/nclb-and-special-education-146236/
"NCLB and Special Education" 24 December 2010. Web. 08 March. 2021. <https://www.academon.com/analytical-essay/nclb-and-special-education-146236/>