Sentences with word «nondisabled»

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.

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.

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.

Report academic performance of students with disabilities with the same regularity as is done 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;

Commentary to IDEA (page 46583) discusses when PE is required for students with disabilities beyond the grade level requirement of nondisabled peers.

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

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.»

(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.

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

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

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

But the sight of the open space may frustrate many passing nondisabled motorists looking for someplace to park.

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.

Some of these gains are undoubtedly due to simply retaking the SAT, since nondisabled students who took the test twice under standard conditions improved their scores by 13 points in verbal and 12 in math.

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.

Students with LD in PALS classes enjoy the same social standing as most nondisabled children, and

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.

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.

Coping with stress in sibling relationships: A comparison of children with disabled and nondisabled siblings.

Mainstreaming implies that the child will be educated with nondisabled peers when appropriate, but not necessarily exclusively in general education.

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.

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.

And since last September, he has spent every Thursday, all day, with his violin at the William H. Henderson Inclusion Elementary School in Boston, where disabled students study alongside nondisabled students.

Here, IDEA and the disability field are clear: people with disabilities must have equal opportunities to participate with nondisabled people in all sectors of American life (IDEA is a civil - rights law, not just an education law), so they can fully participate in American communities, so they can be economically self - sufficient, and so they can live independently - all according to their abilities and choices to do so.

Students are served in a continuum of settings that may include self - contained classes and opportunities for participation in general education classes with nondisabled peers as appropriate.

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

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

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

«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.

Today's gathering is no fancy soiree, but a local community gathering to celebrate the new home for the Child Development Center of the Hamptons (CDCH), a three - year - old K - 7 charter school with an ambitious agenda: to educate disabled and nondisabled students side by side in the classroom.

What began more than a decade ago as a mother's quest to provide her autistic son with an enriched educational and social experience has grown into the first and only charter school in New York state, and perhaps the nation, specially created to meet the needs of both disabled and nondisabled students.

All the students learn from one another: Older students work with younger kids; the nondisabled with the disabled.

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.

«I find my nondisabled counterparts making judgments aboutstudents based on what the kids look like,» 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.

And it means preserving the six principles of IDEA that are its bedrock - principles that derive directly from Congress's declaration that disabled students have a right to a free, appropriate public education with 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.

4) Least Restrictive Environment is the principle that students with disabilities, to the greatest degree possible, must have access to the general curriculum and be taught with their nondisabled peers.

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

The bottom line is that the panel majority had no research directly comparing changes in the performance of nondisabled and disabled students when both are given extended time.

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.