Sentences with phrase «minority children need»

Not exact matches

These men and women have fought for the abolition of slavery (Wilberforce), established orphanages for abandoned children (Mueller), advanced civil rights for racial minorities (King), fought against HIV / AIDS (Koop), provided human touch, restored dignity, and shelter for the poor (Mother Teresa), created places of belonging and contribution for people with disabilities and special needs (Tada), and fought against the sex trade and human trafficking (Caine).

Their children also need to regularly connect with and learn from minority leaders of color.

Most of the children in foster care are older and / or in large sibling groups and / or have special needs and / or minorities, parenting situations that can be daunting.

Our waiting children are often older, minorities, sibling groups who wish to be placed together, or children with emotional, mental and / or physical disabilities - children who are typically categorized as «special needs» or «hardest to place.»

Special Needs - Conditions that make some children harder to place than other children include: physical, mental, and emotional disabilities, age, race (minorities), sibling groups, and history of physical or sexual abuse.

But auditors — and Children's Centre staff themselves — felt they needed to do more to identify and provide outreach services to families with high levels of need, and the NAO found that «less progress was being made in improving services for fathers, parents of children with disabilities, and for ethnic minorities in areas with smaller minority populationsChildren's Centre staff themselves — felt they needed to do more to identify and provide outreach services to families with high levels of need, and the NAO found that «less progress was being made in improving services for fathers, parents of children with disabilities, and for ethnic minorities in areas with smaller minority populationschildren with disabilities, and for ethnic minorities in areas with smaller minority populations».

In his statement yesterday, Roberts said he's «very disappointed that the bipartisan, bicameral Child Nutrition Reauthorization negotiations have come to an end for the 114th Congress» and he accused his colleagues in the House and minority members of the Senate of putting «certain parochial interests and the desire for issues rather than solutions... ahead of the wellbeing of vulnerable and at - risk populations and the need for reform.»

Assemblyman Karim Camara (D - Brooklyn), who is sponsoring the charter - school bill, said he supports lifting the cap because «we need an educational system that educates all children — including poor, minority children.

Too many minority and immigrant children don't have the services like after school and ESL that they need.

«The Ethnic Minority Achievement Grant helps support the learning needs of some of the most vulnerable children in our schools yet the per - pupil value of the grants has been frozen in cash terms.

«This budget, if enacted, would jeopardize our nation's educational, scientific and health enterprises and limit access to critically needed mental and behavioral health services,» said Antonio E. Puente, president of the American Psychological Society (APS) in Washington, D.C. «These cuts would disproportionately affect people living in poverty, people with serious mental illness and other disabilities, women, children, people living with HIV / AIDS, older adults, ethnic and racial minorities, immigrants, and members of the LGBTQ community.»

«Given the limited accessibility of traditional mental health services for children — particularly for children from minority and economically disadvantaged backgrounds — school - based mental health services are a tremendous vehicle for overcoming barriers to mental health care and meaningfully expanding the reach of supports and services for so many children in need.

We need to consider preparing disadvantaged children as early as the preschool level and continuing throughout the high school years in order to complement the college and graduate school programs that focus on increasing minorities in the sciences.

Because of the scarcity of clinical sleep laboratories and certified pediatric sleep specialists — as well as the high costs, inconvenience for parents and children and the need for overnight staff — only a minority of children with sleep apnea, even in the United States and Europe, are thoroughly evaluated.

«The higher number of black and Hispanic children now being identified with autism could be due to more effective outreach in minority communities, and increased efforts to have all children screened for autism so they can get the services they need,» he added in an agency news release.

The narrow focus on plant - based nutrition ignores unique dietary needs of growing children, older adults, athletes, and ethnic minorities.

The formula included weights for housing prices, minority, English - as a second language learners, children with special needs, children who are permitted free school meals, schools located in rural under - privileged areas, rusting economic areas and with high percentages of «working classes».

• Show that public charter schools could benefit the students most in need of new opportunities (poor and minority children in big cities).

Under the name of democratic education for all, only a minority received the grounding in the liberal arts that all children need in order to use their minds well and to enjoy a full life, whatever their eventual occupation.

In particular, it was the children's bond with the school that needed work; their general attitude to learning was passive, whilst the behaviour of a significant minority was disruptive.

Among children displaying the same clinical needs, white children are more likely to receive special education services than racial or ethnic minority children.

Put another way, we find strong evidence that schools may be biased against identifying minority children with clinically significant needs as having disabilities.

«Children need to see someone with whom they can identify — someone who listens to the same music, enjoys the same foods, laughs at the same jokes, cries about the same problems, worships the same way,» Evelyn Dandy, director of a minority recruitment effort at Armstrong Atlantic State University, in Savannah, Georgia, told Education World.

The Forum declared that Education for All must take account of the needs of the poor and the disadvantaged, including working children, remote rural dwellers and nomads, ethnic and linguistic minorities, children, young people and adults affected by HIV and AIDS, hunger and poor health, and those with disabilities or special needs.

Well - intentioned school leaders want to ensure that poor, minority children get what they need to improve their reading scores and have been told that helping such students requires direct and explicit teaching of literacy skills.

This need for cultures that reaffirm the self - worth of poor and minority children (and ultimately, allow for them and their communities gain the knowledge needed to determine their own destinies) is why historically black colleges and universities, along with other minority - serving higher ed institutions, still exist.

Some minority children do need special education support, but far too often they receive low - quality services and watered - down curriculum instead of effective support, the research suggests.

When the group got its start in the mid-1990s, achievement for poor and minority children was lagging, and the education policy community largely ignored their needs.

«If we want to address educational opportunity at large we need to intervene at a structural level,» he said, explaining that there are many social policies in effect that make it difficult for low - income and minority parents to support their children's education.

Instead, it is about an important lesson reformers should be learning today from Doug Jones» victory yesterday over the notorious Roy Moore in yesterday's Alabama U.S. Senate special election: The need to rally poor and minority communities in advancing systemic reform to help all children.

In Improving Schooling for Minority Children: A Research Agenda, August and Hakuta (1997) state that one research need is «to learn how to increase the number of teachers skilled in working with English - language learners» (p. 269).

This includes 20,000 teachers, including some 1,000 teachers working in traditional public and public charter schools thanks to Teach for America, who are helping poor and minority children gain the knowledge they need for lifelong success.

Of particular interest, the CRPE team found that «parents with less education, minority parents, and parents of special - needs children are more likely to report challenges navigating choice.»

It brought much - needed assistance from the federal government to help focus on the educational needs of low - income and minority school children and, later, English learner students.

As Dropout Nation has noted ad nauseam, few of the accountability systems allowed to replace No Child's Adequate Yearly Progress provision are worthy of the name; far too many of them, including the A-to-F grading systems put into place by such states as New Mexico (as well as subterfuges that group all poor and minority students into one super-subgroup) do little to provide data families, policymakers, teachers, and school leaders need to help all students get high - quality education.

This isn't to say that these officials don't care about these children, but that they are disinterested in taking on the tough work needed to overhaul districts and schools in order provide kids with the schools they deserve — which includes challenging the soft bigotry of low expectations for poor and minority kids held by far too many adults working in American public education in Virginia and the rest of the nation, and the affiliates of the National Education Association which has succeeded for so long in keeping the Old Dominion's status quo quite ante.

But crucially, minority children still trail the statewide average by more than double digits, an achievement gap that needs to close.

He wrote, «The RSD is better serving the education needs of underprivileged, minority children there than perhaps at any time in history.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

Angry about what they perceived as years of turmoil and indifference to the needs of poor and minority children, the parents and community activists had little faith that new leadership would make a difference.

We need a system where low - income and minority enrollment in gifted and talented programs reflects the deep well of talent that we know exists among our children.

This would also require them to admit that their «social compact» is little more than a step back to the bad old days before No Child's passage, when states, districts, teachers, and school leaders were allowed to ignore the needs of poor and minority children with impunity.

No Child Left Behind, on the books since 2002, was supposed to close achievement gaps for disadvantaged students (racial and ethnic minorities, low - income students, youngsters with special needs and English learners) and to eliminate what President George W. Bush decried as «the soft bigotry of low expectations.»

And the breakdown of family culture in impoverished and minority communities has made it less likely that smart children from these communities will end up in the challenging classes they need to thrive.

ALEC initially pitched vouchers as a civil rights ticket for poor and minority children, and for foster children or special needs children.

However, a much greater investment of state dollars through the new funding formula is necessary in order to ensure that minority children in low - income schools in PA to receive the opportunities they need for success and that all children in the Commonwealth to have access to high - quality CTE programs.

A small minority of children with mental health issues is getting the help they need.

The conviction jump - started the much - needed discussion over expanding inter-district public school choice and forced a new discussion about ending zip code education practices that condemn poor and minority children to the worst American public education offers (and keeps middle - class families from improving their own options).

That's why we need an education policy for all our children, not just a tiny minority in grammar schools.»

An assessment of needs, however, revealed that only 143 LEP children were participating in gifted programs, despite the fact that minority language students represent 16.17 % (96,674) of the school - age population.