Sentences with phrase «of students with»

The OECD report highlighted that, while desktop computers remained the most common form of computers in schools in 2012, the share of students with access to mobile devices is increasing, with 43 per cent of students, on average, having access to laptops at school, and 11 per cent having access to tablets.

CAST in collaboration with the University of Kansas and the National Association of State Directors of Special Education, conducts research on how K - 12 online learning impacts the access, participation, and progress of students with disabilities.

«There are over 100,000 students with disability whose schools receive no support funding — one third of the total number of students with disability — and many others who get less than they need,» Ms Haythorpe said.

But for the millions of students with dyslexia, reading is a difficult task that poses constant academic and emotional challenges.

One of my students with disabilities is extremely bright but was very shy and hesitant to share his work with others.

The number of students with good grades passing up the chance to go to university and instead opting for an apprenticeship increases every year.

prior to our 1:1 deployment we had multiple uses of students with their own devices.

To connect with and create consistency for a diverse array of students with different needs, I use waiter and prescription pads as a way of personalizing communication throughout the day.

Organized by partnerships between school districts, nonprofit organizations, universities, and others, they provide a more diverse group of students with the enriching science, art, and community - based activities that middle - and upper - income parents can provide by paying for fee - based summer sessions.

During the past 12 years, the period in which inclusion has been used more extensively, the number of students with disabilities who have graduated from high school has tripled; the number attending college has doubled.

I have seen similar benefits in populations of students with neurological differences (autism spectrum, ADHD, Tourette's).

As shown in Figure 1b, the share of students with autism is 0.2 percentage points smaller in charters than in district schools in Denver and 1 percentage point smaller in New York City.

These differences do not contribute substantially to the overall special - education gap, however, as the percentage of students with severe disabilities is very small in both sectors.

She has also run an educational tutoring business for the past 20 years that have helped thousands of students with Dyslexia, ADD, ADHD, Learning Differences, and Struggling Students to achieve enormous scholastic and professional successes.

gaining international recognition for the work of the students with high - level awards: World Summit Youth Award in Montreal / Canada and winner prize of Global Forum of UN Alliance of Civilizations in Vienna / Austria

Steps have also been taken to address the instructional needs of students with disabilities and English - language learners.

The overall special - education gap does not appear to be heavily influenced by relatively low enrollment of students with severe disabilities in charter schools.

In both, the relatively low enrollment of students with severe disabilities in charter schools accounts for very little of the gap, as there are very few of these students in either school sector.

Charter schools are often criticized for not enrolling similar proportions of students with disabilities as are enrolled in schools operated by the surrounding district.

In New York City, four years after entry in kindergarten, 74 percent of students with IEPs remain in their original charter school, compared to 69 percent of students who began in a district school.

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

This year, for example, the state legislature passed a great bill setting up education savings accounts for the parents of students with disabilities, enabling families to customize education and therapy plans for their children.

He talked with Education World about his concerns and how schools can better meet the needs of students with disabilities.

Consequently, the movement of a single student from one sector to another has a much larger impact on the proportion of students with IEPs enrolled in charter schools than on the proportion of students with IEPs enrolled in district schools.

Lenz introduces Melissa Meyers, a high school English teacher at Stanbridge Academy and teacher of students with special needs.

These numbers are similar to those for actual percentages of students with IEPs enrolled in charter and district schools reported in Figure 1a.

They also do not differ significantly in their initial per - pupil spending, average class size, percentage of students receiving subsidized school lunches, percentage of students with limited English proficiency or disabilities, and the mobility of their student populations.

That is, the analysis quantifies how the percentage of students with IEPs in charter schools increased between 2008 — 09 and 2009 — 10 due to students being newly classified into special education, to students with IEPs exiting the sector, and so on.

First, they compare the 10th - grade test scores of students with similar 8th - grade test scores and demographics, some of whom took the algebra and English courses online with FLVS and others who took the same courses in person at their local public school.

The exits and entries of students without IEPs also influence the percentage of students who have IEPs within each sector by changing the total number of students in that sector (the denominator of the calculation), even though it has no impact on the number of students with IEPs (the numerator).

Mobility of students with IEPs obviously influences the percentage of students enrolled in special education.

In Denver, four years after entry in kindergarten, 65 percent of students with IEPs remain in their original charter school, compared to 37 percent of students who began in a district school.

Of course, the percentage of students with IEPs in a sector is calculated by dividing the number of students with IEPs by the total number of students in the sector.

More than one - fourth of the 2,500 largest U.S. school districts have at least one full grade of students with their own laptops — a figure expected to rise 50 percent in three years.

Student to Teacher: When there is a classroom of students with their own devices, teachers can not easily sit down with each student.

We then enter the Great Hall, where a choir of students with frogs in hand concludes the song with the forceful and ominous phrase, «Something Wicked This Way Comes.»

The percentage of students with debt has shot up from about half to nearly 70 percent.

Nitin leaves all of his students with a new and deep knowledge and understanding of Hatha yoga that can benefit them and others for a lifetime.

The skills, tools, anatomy and modifications you learn will not only help you to better meet your round students, but will help you to better meet beginners in general, as well as all kinds of students with various obstacles to practice.

Owing to the rigorous demands of the program, the intent is to nourish and pamper each of our students with fresh, balanced and delectable yogic food to the utter contentment of their mind, body, and spirit.

Kessler Foundation is investing in the future success of students with disabilities by providing this life - changing opportunity.»

College to career programs are helping to overcome this barrier by preparing students for the workplace and facilitating the matching of students with disabilities with employers.

Approximately half of the students with anxiety or depression reported not having supportive relationships with their PIs, as measured in a variety of ways, including whether the students feel valued, whether their PIs have a positive impact on their mental well - being, and whether they feel that their PIs are assets to their careers.

To come to this conclusion, the researchers examined data from a qualitative comparative case study that explored two secondary schools organized for the inclusion of students with disabilities in general education classrooms.

In a survey of nearly 6,000 doctoral students in a broad range of fields, more than a third of the students with plans to pursue postdocs said they had more interest in careers outside of academic research.

The study, «The University Experiences of Students with Learning Disabilities,» was published May 17, 2016 online in Learning Disabilities Research & Practice.

This gap manifests itself in the astonishing fact that the success rate of university dropouts equals that of students with a completed university diploma.

To support this process, universities should implement interdisciplinary education by assembling groups of students with different backgrounds and making them think about forming a company.

For informal teaching, include a list of all students with whom you worked, their accomplishments, and where they are now in their careers.

• Employment is often the primary transition goal of students with disabilities as they prepare to exit high school.