Sentences with phrase «many nondisabled»

And despite widespread outcry from business groups, Texas remains one of only five states with no statewide antidiscrimination protections for nondisabled residents.

Also, avoid referring to nondisabled kids as «normal,» since it implies abnormality or a defect in others.

Eliminating the reserved space would have only a minuscule effect on the parking options for nondisabled drivers.

«Despite the past 23 months of positive change, much work needs to be done before people with disabilities achieve employment parity with their nondisabled peers.»

Creating a charter school where disabled and nondisabled children are educated together was a necessity for the mother of this unique invention.

But it's challenging for many students with disabilities and their families to locate real jobs where the youths can work alongside nondisabled workers and earn competitive wages.

Research is increasingly demonstrating that well - implemented inclusive education benefits both disabled and nondisabled students.

Students with disabilities now have the right to be educated in public schools with their nondisabled peers and to be prepared for a positive and productive life after school.

«I'm tougher on them than the nondisabled teachers, because I know what skills they need to be able to cope in thereal world,» she says.

The current system of procedural accountability within special education law is a logical response to the problems that led Congress in 1975 to enact the Education for All Handicapped Children Act (now known as the Individuals with Disabilities Education Act, or IDEA): the total exclusion of some students with disabilities, the inadequate education of others, and the segregation of those in school from their nondisabled peers.

This principle is based on the idea that classrooms that include both disabled and nondisabled students provide a more appropriate and beneficial environment for the disabled student, who has greater opportunity to associate with nondisabled peers, and nondisabled students learn that those with disabilities are no less worthy as individuals.

The nondisabled students who remain in D.C. public schools lack the same mechanism for exiting failing schools.

Moreover, the existing research, given the limitations outlined above, hardly establishes that many nondisabled students would not benefit from having extra time.

The effect was to give a randomly selected group of nondisabled students extra time, about the equivalent of time and a half.

Yet the panel majority concluded, «This finding is consistent with the argument that students with disabilities need more time to demonstrate their knowledge, skills, and abilities than the nondisabled students, and suggests that the scores of these students taken under the condition of extended time are more representative of their true performance than are the scores they would obtain from a standard administration.»

The panel's majority interpreted this research as showing that disabled students benefit more from taking the SAT with extended time than nondisabled students do.

Since the argument against flagging appears to be «more dependent on showing that extra time is of minimal benefit for the nondisabled population,» as Bridgeman and his colleagues write, the panel ought to have seen the findings from this research as equivocal, at best.

Accommodations like extended time, they believe, are necessary to equalize the testing experience for disabled and nondisabled students and thus make the scores of disabled students more valid.

If learning test - taking skills enhances the performance of nondisabled students on tests, then learning test - taking skills improves the life prospects of students with disabilities, too.

Indeed, Robert Brennan of the University of Iowa (who directs the Iowa testing programs), the psychometrician who said «no» and voted with the minority, wrote, «Crucial evidence from prediction studies does not support a conclusion that scores on College Board standardized tests administered with extended time to disabled students are comparable to scores on the same tests administered to nondisabled students without extended time.»

The use of gain scores also minimizes the incentives for classifying a nondisabled student as disabled, since such scores measure individual progress instead of lowering the achievement bar.

On average, the direct costs of providing the services required by the IDEA — which do not include the exorbitant transaction costs — is twice that for educating the average nondisabled student.

If children who are experiencing success in schools or for whom schools generally «work» (that is, white, middle - class, nondisabled children) don't participate in the assessment, their parents lose valuable information.

Youth enrolled in special education also experience higher rates of suspension: in 2011, students with disabilities were suspended at twice the rate of nondisabled students.

Ableism, «the devaluation of disability,» can «result in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell - check, and hang out with nondisabled kids as opposed to other disabled kids.»

In a widely reported decision last year, a federal court ordered Sacramento school officials to allow Rachel to attend classes with her nondisabled peers.

to nondisabled peers.

• Children with disabilities must be educated with their nondisabled peers, to the maximum extent appropriate.

«The elimination of state requirements specific to class size will best ensure that each student with disabilities is placed in the least restrictive environment (LRE), as directed by his or her Individualized Education Program (IEP), and has access to the broad array of coursework available to his or her nondisabled peers, particularly in the middle grades and high school.»

Inclusion contemplates the placement of students with disabilities in the regular classroom with nondisabled students as a right and implies that the right is an absolute.

The latest government figures show that the dropout rate for students with disabilities is twice that for nondisabled students.

an explanation of the extent, if any, to which the student will not participate with nondisabled children in the regular education environment;

This model excluded some students from the general education curriculum, standard modes of instruction, and social interaction with nondisabled peers for some or all of each day.

auditing or participating (with nondisabled students) in courses for which the student does not receive regular academic credit,

Report academic performance of students with disabilities with the same regularity as is done for nondisabled students.

Four decades later, most students with disabilities are educated alongside nondisabled students in regular classrooms.

«Today, we want to assure that these students have no less than the same equal shot at the American dream as their nondisabled peers.»

At the time, an estimated one million children with disabilities were excluded from public schools and were thus separate from their nondisabled peers.

Common Core documents and state officials say schools and districts should provide accommodations to students with disabilities to reach the same high standards to which their nondisabled classmates are held.

In the multi-level curriculum approach, students with disabilities participate in shared activities with nondisabled peers and have individualized learning outcomes that are within the same curricular area.

In curriculum overlapping, special needs students work with nondisabled students, but the special needs students have different learning outcomes drawn from separate curricular areas, such as learning basic social and communication skills.

An abelist perspective asserts that it is preferable for a child to read print rather than Braille, walk rather than use a wheelchair, spell independently rather than use a spell - checker, read written text rather than listen to a book on tape, and be friends with nondisabled kids rather than with other disabled kids.

You should bring this clarification to the attention of school officials if PE is being characterized as a grade level requirement based on what nondisabled peers receive.

The gap widened slightly for reading between disabled and nondisabled students.

Elementary Learning Center (ELC) serves students through a continuum of services in self - contained classes with opportunities to be included with nondisabled peers in the general education environment.

(d) An individual with a disability is liable for damage caused by a service animal if it is the regular policy and practice of the public accommodation to charge nondisabled persons for damages caused by their pets.

Bristol, M., Gallagher, J. and Schopler, E. (1988) Mothers and fathers of young developmentally disabled and nondisabled boys: Adaptation and spousal support.

Sibling relationships of children with disabled and nondisabled brothers and sisters.

Extent of Nonparticipation The IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities.

Not only may buyers balk at the additional cost — even after the $ 5,000 developer subsidy is factored in — but the accessible features may be a turnoff to the nondisabled.