Sentences with phrase «needs of disadvantaged children»

This reauthorization brought with it some dramatically different strategies for meeting the educational needs of disadvantaged children.

Not exact matches

We all need encouragement to exercise a new vision of the public good, and to join with others in sacrificial efforts to achieve that good in concrete ways, ranging from providing housing for the homeless to parks for everyone and enriched educational environments for disadvantaged children.

Which leads to a new and pressing question: Exactly what is it in the daily life of a disadvantaged child that most acutely hampers the development of the skills he needs to succeed?

In the same way that the zero - tolerance approach to discipline sends precisely the opposite psychological message to disadvantaged kids than what we now know they need in order to feel motivated and engaged with school, so do many basic elements of traditional American pedagogy work in direct opposition to what the psychological research tells us will help those children succeed.

As I mentioned above, one of the premises I'm working from here is that childhood is a continuum, and if we want to help improve outcomes for disadvantaged children, we need to look for opportunities to intervene in positive ways at many different points along that continuum.

These are essentially questions of public policy, and if real solutions are going to be found to the problems of disadvantaged children, these questions will need to be addressed, in a creative and committed way, by public officials at all levels — by school superintendents, school - board members, mayors, governors, and cabinet secretaries — as well as by individual citizens, community groups, and philanthropists across the country.

We would also like to mention one important thing that can be the only disadvantage of this pillow; if your child has sensitive skin then you may need to purchase a pillow case for this pillow because many parents have reported that the surface of this pillow is «scratchy».

Most obviously, the needs of very young fathers are substantially different from those of older young fathers (Kiselika, 2008, p. 132); and they tend to be most socially disadvantaged to start with, are less likely to be living with their children's mothers, and are more likely to be involved in criminality and substance misuse and to suffer anxiety, depression and emotional volatility (Kiselika, 1995).

I think that makes a lot of sense, especially for children who are growing up in disadvantaged situations — they need more time in school.

As a result, in a neighborhood with an intense concentration of deep disadvantage, like Roseland, it is next to impossible for large numbers of children to get the kind of help they need to make it out of there and to make it to a really successful adulthood.

The two say the change «lowers standards and will allow inexperienced and unqualified individuals to teach those children that are most in need - students of color, those who are economically disadvantaged, and students with disabilities.»

«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.

Equity: Governments, donors and civil society must develop programmes and target funding to meet the needs of the most disadvantaged so no child is left behind.

Some children are at risk because of developmental delays or special learning needs; some begin school at a disadvantage because of their limited mastery of English or their socioeconomically impoverished living circumstances; and some, including some Indigenous children, experience multiple forms of disadvantage.

It is beyond dispute that, because disadvantaged children come to their classrooms with an array of educational and personal challenges, they need additional resources to compete successfully with their more - affluent peers.

Schools that receive federal Title I funds to improve learning among disadvantaged children and fail to make AYP for two years in a row are considered in need of improvement and face a range of consequences.

«There's a need to improve the effectiveness of interventions to reduce the prevalence of mental disorders in children experiencing socio - economic disadvantage and to improve the effectiveness of programs to help students.

The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal

Amidst the debates on how best to strengthen our educational system, there is clear consensus on what motivates the need for change: many of our country's children and adolescents are being left behind, falling out of the educational system and further into cycles of systematic disadvantage.

This has been done effectively at local public schools such as PS 396 in the Bronx, where a significant percentage of children have special needs and all of the students could be characterized as economically disadvantaged.

It is adequate to conclude, from international perspective, that the most disadvantaged schools, especially those serving large proportions of aboriginal children and other children with special needs, should be much better resourced if equity is to be enhanced in Australia.

Research conducted in New York City's traditional schools indicates that balanced literacy doesn't build the knowledge and vocabulary that children — especially those from disadvantaged backgrounds — need to move beyond basic literacy, but Success adds tons of content to it.

Education policy needs to take account of the differing experiences that children have in their communities and at home, and not assume that schools alone can overcome the multiple and significant challenges posed by poverty and social disadvantage.

Ofsted's report recommends ways that schools, early years settings and childminders can improve the situation, such as ensuring key information is shared promptly at points of transition, so that the needs of the most disadvantaged children are identified quickly.

Having worked for an organisation that dealt with integration of non-nationals and disadvantaged [5] children in Dutch society and the educational system for primary school children specifically, there was heartbreaking evidence and examples that those who needed to assess the environmental conditions young children were catapulted into, could not — and will never — understand the extent of trauma these children and their parents had been exposed to; subsequently, unable to realistically assess the cause of underachievement and trauma, nor adequate measures could be taken to equip fugitives with sufficient resources to overcome this disadvantaged position.

In 2013 - 14, according to the United Way, «almost 60 percent of the student population came from economically disadvantaged homes, and nearly 70 percent were considered high needs students — an inequity that made it exceptionally difficult for many children to thrive.»

Founded nearly 40 years ago, the charity focuses on children in primary schools in some of the most disadvantaged areas in England and Wales, as well as children with Special Educational Needs and Disability.

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.

We still need it to promote equity by funding schools that serve disadvantaged children and protecting the civil rights of all children, including LGBTQ students, still vitally important 60 years after the landmark Brown v. Board of Education decision.

The implication is that, from the very beginning, disadvantaged and advantaged children have different educational needs and stand to benefit from different kinds of instruction.

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.

Secretary of Education William J. Bennett last week unveiled his proposal for distributing Chapter 1 aid through vouchers, saying it would benefit disadvantaged students by «enabling parents to choose the educational program that best meets the needs of their children.»

But these conditions are almost nonexistent in many public or charitable enterprises - especially those devoted to tending the needs of children or the disadvantaged.

Either this discordant plan is a front for public school expansionism, bent on adding another grade or two to its current thirteen, and adding the staff (and dues - paying union members) that would accompany such growth, or it's a cynical calculation: only by appealing to the middle - class desire for taxpayers to underwrite the routine child - care needs of working parents will any movement occur on the pre-K front, and the heck with the truly disadvantaged youngsters who need more than that strategy will yield.

The policy, devised as a way to help disadvantaged children, provides schools with a base rate of funding for each student, currently $ 2,896, and adds dollars based on need, such as the number of children receiving special education services, free and reduced - price lunches and lessons in English as a second language.

Our Supreme Court has directed that districts with disproportionate numbers of children with special needs, children who are economically disadvantaged, and children with limited English language skills be taken into account.

Consequently, some of our economically disadvantaged children who need additional help are not receiving it.

Insisting upon real rigor for all Connecticut's children and addressing the needs of children disadvantaged by poverty and racism — that is how Connecticut will be a state where people want to live, work, and invest in their future.

This definition creates a group of children with considerable language needs who fall between diagnostic categories; it leaves children with both verbal and non-verbal difficulties at a double disadvantage, with limited specialist support.

The teaching community needs to increase its understanding of how disadvantaged children and those with special educational needs and disabilities learn, and how we can build resilience and aspiration.

The report found schools serving the most disadvantaged children, which make up 40 per cent of all schools in England, would need «10,000 more school leaders by 2022».

Deputy Prime Minister Nick Clegg said: «The pupil premium has been one of the most significant changes in our education system for a long time and is already closing the attainment gap by helping up to two million disadvantaged children get the support, education and skills they need to get on in life - whether it's through literacy classes, catch - up lessons or one - to - one tuition.»

Title I — using a comprehensive needs assessment process, funding is targeted at meeting the identified needs of children from low - income families and other disadvantaged groups, and for the already identified Priority Schools, supplying additional family and community engagement personnel and specialized training for principals, the first year, and other personnel in the following years based on needs.

The federal court also ruled that TFA recruits should not be concentrated in districts of high poverty and high disadvantage, where children actually need «highly qualified» teachers, not young college graduates with five weeks to training.

Along with the need to serve children whose families are economically disadvantaged, there are issues of civil rights in public education.

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.»

I'm proud of the impact we've made, but we need to double - down on our efforts at a time when so many students are being targeted or unfairly treated because of their race, religion, gender, and nation of origin; when vital funding that helps disadvantaged children is at risk; and when proven solutions that can significantly increase the number of children who read by third grade and who graduate high school career or college ready still aren't in place across our nation.

Brinig: As we discuss in our book, the loss of Catholic schools is a «triple whammy» for our cities: When Catholic schools close, (1) poor kids lose schools with a track record of educating disadvantaged children at a time when they need them more desperately than ever; (2) poor neighborhoods that are already overwhelmed by disorder and crime lose critical and stabilizing community institutions — institutions that our research suggests suppress crime and disorder; and, (3) middle - class families must look elsewhere for educational options for their kids, leading many to migrate to suburbs with high - performing public schools.

«There are also serious concerns that removing local authorities from the planning of education across an area could further disadvantage children who are already vulnerable because they have special educational needs, mental health problems or are at risk of missing education,» it said.

While the federal No Child Left Behind law «shined a spotlight» on the needs of the most disadvantaged students, says Petrilli, «let's not overlook their slightly less disadvantaged peers — the boys and girls who come from low - income but perhaps not as dysfunctional homes and who aspire to graduate from college and enter the middle class.»