Sentences with phrase «educational needs of children as»

(iv) Consulting with other staff members in planning school programs to meet the special educational needs of children as indicated by psychological tests, interviews, direct observation, and behavioral evaluations;

Not exact matches

This perspective unmistakably reveals the unwholesomeness, not to put it more strongly, of our way of life: our obsession with sex, violence, and the pornography of «making it;» our addictive dependence on drugs, «entertainment,» and the evening news; our impatience with anything that limits our sovereign freedom of choice, especially with the constraints of marital and familial ties; our preference for «nonbinding commitments;» our third - rate educational system; our third - rate morality; our refusal to draw a distinction between right and wrong, lest we «impose» their morality on us; our reluctance to judge or be judged; our indifference to the needs of future generations, as evidence by our willingness to saddle them with a huge national debt, an overgrown arsenal of destruction, and a deteriorating environment; our unsated assumption, which underlies so much of the propaganda for unlimited abortion, that only those children born for success ought to be allowed to be born at all.

This is why, in the face of the growing phenomenon of re-composed families, the mechanism was made more flexible in 2002 (Law no. 2002 - 305 of March 4, 2002, relative to parental authority) and now offers family law judges the possibility of organizing the sharing of parental authority as best suits the educational needs of the child and in accordance with parental wishes (article 377 - 1 Civil Code).

The mechanism was made more flexible in 2002 and now lets family law judges organize the sharing of parental authority as best suits the educational needs of the child and in accordance with parental wishes.

That and our «third - rate educational system, our third - rate morality, our refusal to draw a distinction between right and wrong lest we «impose» our morality on others and thus invite others to «impose» their morality onus, our reluctance to judge or be judged, our indifference to the needs of future generations as evidenced by our willingness to saddle them with a huge national debt, an overgrown arsenal of destruction, and a deteriorating environment; our inhospitable attitude to the newcomers born in our midst, our unstated assumption which underlies so much of the propaganda for unlimited abortion that only those children born for success ought to be allowed to be born at all.»

In addition to his clinical and educational work, Dr. Schultz serves as an international consultant on issues related to the neuropsychology and appropriate education of children and young adults with special needs.

Our mission is to provide a Christian learning environment that recognizes each child as a unique gift, to foster the growth of each child by providing a nurturing and developmentally appropriate classroom, and to realize the learning style and educational needs and strengths of each individual.

Soil composting reduces the need for chemical fertilizers, helps soil retain moisture, reduces the amount of greenhouse gases produced in landfills and even serves as an educational tool for children about recycling and conservation.

Our local team of community experts will help meet the needs of parents as they tackle many challenging parenting issues... sleep, breastfeeding, maternity education and preparation, child and environmental safety, food and nutrition, parenting, and educational and special needs advocacy.

The purpose of this report is not to argue for or against home schooling but to describe the provision and practice of a small school where an approach to «flexi - schooling» is widely acknowledged as successfully meeting parents» wishes and children's educational needs.

Montessori and Waldorf schools are the two most common types of schools that parents of gifted kids look to as a solution to their child's educational needs.

Includes the pros and cons of «mainstreaming» children into regular educational settings, as well as advice from parents about how to to handle the emotional, bureaucratic, and other challenges of raising a child with special needs.

As a teacher, Santos believes he has a unique perspective on the educational needs of the district, and also cites his «humble upbringing» as the child of the working class, specifically contrasting his background to that of the incumbent, who had a privileged youth as the daughter of a successful doctoAs a teacher, Santos believes he has a unique perspective on the educational needs of the district, and also cites his «humble upbringing» as the child of the working class, specifically contrasting his background to that of the incumbent, who had a privileged youth as the daughter of a successful doctoas the child of the working class, specifically contrasting his background to that of the incumbent, who had a privileged youth as the daughter of a successful doctoas the daughter of a successful doctor.

He said that the board, «vehemently opposes any plan that closes the Phoenicia elementary school and robs our residents and their children of convenient localized education opportunities for their younger children, disregards the needs of the local economy and businessmen and residents that assist with, sponsor and pay for school programs...» The resolution listed how the school acts as a community center including athletic, educational, social programs during the evenings, weekends and summer that are sponsored by the town.

David Johnston, chief executive of the Social Mobility Foundation, also receives an OBE, as do Gerri McAndrew, chief executive of Buttle UK, former chief executive of the Fostering Network, and chair of the grant management panel at the Consortium of Voluntary Adoption Agencies, and Naomi Marek, chief executive of Sky Badger, which supports the families of children with disabilities or special educational needs.

Recognizing the educational challenges represented by children in poverty, who are not fluent in English or have other special needs, the Bloomberg administration — even as it relentlessly encouraged the growth of charter schools — built a citywide methodology designed to look past simple comparisons of average school scores on state tests.

«Higher expectations of all children, and better teaching and learning, would lead to fewer children being identified as having special educational needs.

An NYU - Bahcesehir research team was the first to document the educational and mental health needs of Syrian refugee children, finding that an overwhelming majority are not enrolled in school in Turkey, partly as a result of language barriers, and about half suffer from PTSD and / or depression.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

The flipped classroom model of teaching is spreading across more and more educational institutions, as it seems to better respond to the learning needs of children living in today's ever more connected world.

As reform ideas expand from school choice to educational choice — not just where a child learns but how they learn — more research is needed on the accounts to determine how a menu of educational choices affects student achievement and parent satisfaction over a longer time horizon.

What is required of urban or suburban school districts to meet the educational, as well as the social - emotional needs, of these children?

Bill Mitchell, director of education at BCS, which was responsible for originally creating Barefoot Computing in collaboration with the Department for Education, Raspberry Pi and BT, said: «It's essential that all children develop computational thinking skills right from the start of primary school, which is why the Barefoot Computing project is so important as it gives teachers the educational tools they need to develop these skills in their pupils.»

The plans aim to tackle those inequalities and ensure Britain is a country that «truly works for everyone» by looking at the experience and outcomes for children who face the most challenges in mainstream school - including those at greatest risk of exclusion - such as those with special educational needs (SEN), children with autism or children in need of help and protection, including those in care.

New data published today (29 March) shows almost 222,000 children and young people with special educational needs or disabilities (SEND) have had their care reviewed, as part of the government's introduction of new Education, Health and Care (EHC) plans.

Having been diagnosed with Asperger's Syndrome herself, and as an advisory teacher for children with special educational needs (SEN), Victoria Honeybourne is an advocate of the neurodiversity paradigm.

The responsibility of bringing children into a new environment, not only new to the children but often to the teaching staff as well, can be a significant deterrent and that is before paperwork strikes, with risk assessments, county council requirements, and making sure that the destination itself can meet all the school's needs, both educational and social.

Instead of states mandating a single curricular approach within their geographic boundaries — much less a single national approach such as Common Core — states should empower local school systems and other educational providers to select quality standards and aligned tests that fit their instructional philosophy, while also empowering parents to choose from among different schools the one which best meets the needs of their children.

97 % think it disadvantages children with special educational needs, 84 % feel children with English as an additional language will be adversely affected and 74 % of teachers voiced concerns about the effect on summer - born children.

The Educational Needs of Children in Foster Care: The Need for System Reform This report provides an overview of the educational needs of children in foster care, as being placed into foster care is particularly disruptive for children with educational disabilities or other special needNeeds of Children in Foster Care: The Need for System Reform This report provides an overview of the educational needs of children in foster care, as being placed into foster care is particularly disruptive for children with educational disabilities or other special nChildren in Foster Care: The Need for System Reform This report provides an overview of the educational needs of children in foster care, as being placed into foster care is particularly disruptive for children with educational disabilities or other special needneeds of children in foster care, as being placed into foster care is particularly disruptive for children with educational disabilities or other special nchildren in foster care, as being placed into foster care is particularly disruptive for children with educational disabilities or other special nchildren with educational disabilities or other special needsneeds....

Charter schools are a good choice as you consider your child's educational options because they offer a variety of learning environments to meet your family's needs.

Meet the special educational needs of children with physical disabilities as far as is practicable in terms of the layout and resources of the Academy.

She founded and was principal of a school for children with special needs in Singapore, and later founded and served as Executive Director of Live and Learn, the largest educational consulting firm in Singapore, an organization dedicated to training and supporting teachers to provide effective inclusion services.

National Association for Gifted Children (NAGC) An organization of parents, teachers, educators, other professionals and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational expeChildren (NAGC) An organization of parents, teachers, educators, other professionals and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational expechildren and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational expechildren who may be able to develop their talent potential with appropriate educational experiences.

A recent report from the Migration Policy Institute finds that California educates more than one - third of all US students designated as English Language Learners (ELLs) and focuses on the unique educational needs of students who are immigrants or the children of immigrants.

«My fear is that teaching assistants... will be first in line [for job cuts] and that will mean - as most of them provide support for children with special educational needs - a deterioration of that support.»

She did not convince us that she had a clear understanding of the other aspects of this complex role, such as: early years; primary education; children's services; child protection; looked - after children; special educational needs; further education; and the educational support role for which local authorities are inspected

Throughout the academic year a group of Lower Sixth (Year 12) students from St Albans School volunteer on Friday afternoons to work as teaching assistants in three local schools for Children with special educational needs.

There are also periods between the units allowing teachers to develop their own content as part of their professional development as well as to return to content that students need reinforced, follow the interests of the children or participate in fun educational events happening in the community.

Special education is defined as specially designed instruction, provided at no cost to parents, in order to meet the unique needs of a child with an educational or developmental disability.

A child may be found eligible for special education and related services as a child with multiple disabilities if there is an adverse effect on the child's educational performance due to documented characteristics of multiple disabilities which are described as simultaneous impairments (Such as intellectual disability with blindness, intellectual disability with orthopedic impairment), the combination of which causes such severe educational needs that they can not be accommodated in special education programs solely for one of the impairments (this terms does not include deaf - blindness).

As Amanda Spielman said in her first report as Ofsted chief inspector last year, children with special educational needs and disabilities are particularly vulnerable to «off - rolling», where they are pushed «out of sight and out of mind»As Amanda Spielman said in her first report as Ofsted chief inspector last year, children with special educational needs and disabilities are particularly vulnerable to «off - rolling», where they are pushed «out of sight and out of mind»as Ofsted chief inspector last year, children with special educational needs and disabilities are particularly vulnerable to «off - rolling», where they are pushed «out of sight and out of mind».

Critics also say that the ability of local councils to provide extra services for schools such as help for children with special educational needs will be weakened if a lot of schools in an area become academies.

Although early college entrance is not appropriate for all highly gifted children, it should be seriously considered as one of many possible options to meet the educational needs of highly gifted children.

We agree on many things and some things I feel, as a parent, are not in the best interest of children, especially children that are poor and have special educational needs.

Gibb launched the review after DfE figures showed children born in August were far more likely to be labelled as having special educational needs (SEN) by the end of primary school.

As a city we have lost focus on finding the right educational environment for each child and instead have focused on the bureaucracy of a school system that does not serve the needs of every family.

Children with special educational needs and disabilities rely heavily on teaching assistants, so sadly they'll be suffering the most as a result of these devastating staff cuts.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as teacher judgment, interviews with parents, and developmentally appropriate measures».

«All students, including those with disabilities, should have the supports and equitable educational opportunities they need to be successful in school,» said U.S. Secretary of Education John B. King Jr. «It's our duty as parents and educators to ensure that children who show up at school to learn get the maximum out of their educational experience.