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Desegregation
Desegregation and
Integration:
Desegregation:
The practice of enrolling students of different racial groups in the same schools.
Integration
1. Overcoming the achievement deficit and other disadvantages of minority students.
2. Developing positive interracial relationships.
Compensatory Education
An attempt to remedy the effects of environmental disadvantages through educational enrichment programs.
Compensatory education was expanded and institutionalized as part of President Lyndon Johnson’s War on Poverty.
The Elementary and Secondary Education Act (ESEA) in 1965
Increase fund for students from disadvantaged background to participate in compensatory education program (five million students by 2009).
Compensatory Education
Compensatory education
services
1. Parental involvement and support
2. Early childhood education
3. Reading, language, and math instruction
4. Bilingual education
5. Guidance, counseling, and social services
6. Dropout prevention
7. Personnel training
8. After-school programs
9. Computer laboratories and networks
Early Childhood Compensatory Education
Compensatory education in preschool and the primary grades
Impacts of outstanding early childhood programs
Overall picture of the programs
By the early 1980s, programs could improve the cognitive development and performance of disadvantaged students.
A long-lasting effect
Positive long-range achievement results
Likely to graduate from high school and to acquire the skills and motivation
Needed for rewarding employment.
Fewer gains
Still fail to ensure that most low-achieving students will acquire the academic and intellectual skills necessary to obtain good jobs in a modern economy.
Comprehensive Ecological Intervention
Comprehensive efforts to improve the environments of young children
Features of successful
Programs
Late interventions may not be successful
The important cognitive development during infancy
Successful intervention begins when children are younger than two or three years old.
Successful programs provide nutrition and health care and guidance on parenting.
Disappointing results of Head Start interventions that do not begin until age four or five.
The No Child Left Behind Act
No child left behind act
Many analysts assert
that students are hurt by such practices
Standards and Testing
Students with Special Needs
Adequate Yearly Progress
Teachers and staff
Possibly lowered standards
Unidentified disabilities
Encouraging dropouts
Clinging gifted students
Overemphasis on the nearly proficient
Teaching to the test
Multicultural Education Assimilationism Focuses on developing a single
American identity Discourages or forbids students’
use of native languages Discourages or forbids cultural
customs or learning styles that do not fit American ideal
Curriculum emphasizes western European cultural heritage
Cultural Pluralism Encourages diverse cultural
identities Bilingual education is often an
option Accommodates diverse learning
styles and appreciates contributions of diverse cultural customs
Curriculum recognizes diverse cultural heritage
Elements of Multicultural Education
Accommodates Diverse Learning Styles
Accepts Dialect Differences
Accommodates Language Differences
Includes Multiethnic Curriculum and Instruction
Key Elements of Special Education
Evaluation and placement based on a variety of criteria
Individualized Education Plan (IEP)
Optimal Learning Environment
Mainstreaming
Inclusion
Education for Students with Disabilities
Growth of special
education
Three- quarters of students with disabilities receive most or all of their education in regular classes.
25 percent are in self-contained classes.
The rest are in special schools or facilities.
Since 1988, the proportion of students with disabilities who spend 80 percent or more of their time in regular education classrooms has increased from less than one-third to more than half.
Education for Students with Disabilities
Basic requirements for
special services
1. Fair and comprehensive assessment services and IQ score alone is not enough.
2. Functional assessment and develop suitable intervention strategies
3. Parents or guardians must have access to information on diagnosis and may protest decisions of school officials.
4. Individualized education program
5. least restrictive environment
Education for Students with Disabilities
Mainstreaming and
Inclusion
Mainstreaming: efforts to accommodate students with disabilities in regular class settings for all or most of the school day.
Inclusion: more strenuous effort to include disabled students in regular classrooms as much as is possible and feasible.
Children with exceptional needs are still in special class or services.
Education for Students with Disabilities
Ambiguous studies
No improvement in academic performance, social acceptance, or self-concept
Few indications emerged that mainstreaming/inclusion has been consistently beneficial for disabled students.
Several assessments of individual schools have been more promising
Classification and Labeling of Students
Classification difficulties It is hard to distinguish between mentally retarded learners and slow learners.
It is also hard to distinguish between learning disability and poorly motivated, poorly taught, or culturally unprepared for assessment materials.
Disagreement on what constitutes such a disability and on what services should be provided to ameliorate (improve) it.
It is hard to differentiate between severe and mild emotional disturbances or between partial and complete deafness.
The Discrepancy Model, Response to Intervention and Incentives to Mislabel
IDEIA requirements
Growth of the vague “LD” category
Students are not to be classified using the Discrepancy Model.
Response to Intervention (RTI) is to be used for classifying students with disabilities.
Response to Intervention has been used to obtain funding to improve educational services for low-achieving students.
half or more LD students may not meet criteria commonly accepted by special- education experts.
Effects of Labeling
Dangers in labeling
Inconclusive research
Students labeled as “disturbed,” may be more inclined to misbehave because the label makes unruly behavior acceptable and expected.
It remains inclusive whether placement in a special class or program has a positive or a detrimental effect on students.
Disproportionate Placement of Minority Students
Correlation between mental beardedness and races and socioeconomic background
Students from some racial minority groups are much more likely to be designated for mental retardation programs than are non-Hispanic white students.
Black students in special education are approximately twice as likely to spend 60 percent or more of their time outside regular classrooms than are white students with disabilities
Placement in mental retardation categories also correlates highly with students’ socioeconomic background and poverty status
Disproportionate Placement of Minority Students
Causes and effects
Intelligence tests for placement in classes for the retarded
Minority students may be classified as emotionally disturbed or retarded to remove teachers’ problems in dealing with culturally different children and youth.
Such placements may constitute a new version of segregation and discrimination
Court intervention (e.g. California court)
Issues and Dilemmas
How will we handle the costs?
How should special-education students prepare for state testing?
To what extent do arrangements and services for educating disabled students detract from education of nondisabled students?
What services should we provide for which students, where, when, and how?
Providing an optimal learning environment for students with severe disabilities can be expensive
Until recently, most states allowed testing exemptions for special-education students but this has changed.
Separate placements or special services for disabled students?
To what extent should we make differing arrangements for severely and mildly disabled students?
Not enough funding
Applying statewide standards may prove disastrous for learning disabled and other students in special education.
Will classroom conditions for nondisabled students suffer if including students with disabilities to regular classes?
Full inclusion? Partial inclusion?
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