On Tuesday, July 31, Governor Andrew Cuomo vetoed S7722, a controversial bill which would have allowed parents to seek tuition reimbursement for special education students attending private
schools for cultural reasons.
Not exact matches
There are two
reasons why the «broadcasting contribution» (Rundfunkbeitrag) was not created as a tax, both of them rather technical: Under the German constitution, the states are responsible
for cultural affairs (which includes broadcasting, but also
schools and universities).
The underlying
reasons given
for why he decides to go to a dancing
school on a whim are explained very differently, and in both movies those
reasons make sense - in each
cultural context.
In their 2004 action brief on the parent - involvement provisions of the No Child Left Behind Act, the Public Education Network and the National Coalition
for Parent Involvement in Education cite several
reasons for the low level of parental involvement in many
schools, including a less - than - welcoming atmosphere, language and
cultural barriers, insufficient training
for teachers, and lack of parent education or parenting skills.
Respondents said the main
reasons to learn a language in
school was to develop pupils» understanding of
cultural practices (77 %), build pupils» interpersonal skills (74 %) and to establish a path
for lifelong learning (61 %).
For cultural and religious reasons, or due to special dietary requirements, some children entitled to free school meals may feel that the food on offer isn't suitable for th
For cultural and religious
reasons, or due to special dietary requirements, some children entitled to free
school meals may feel that the food on offer isn't suitable
for th
for them.
In my research on
school choice, one
cultural disparity came up repeatedly as a
reason for why white parents leave the
schools they are trying to integrate.
(1) the temperament and developmental needs of the child; (2) the capacity and the disposition of the parents to understand and meet the needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past and current interaction and relationship of the child with each parent, the child's siblings, and any other person, including a grandparent, who may significantly affect the best interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home,
school, and community environments; (11) the stability of the child's existing and proposed residences; (12) the mental and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best interest of the child; (13) the child's
cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent and another individual or between the parent and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated
for safety
reasons; and (17) other factors as the court considers necessary.
This attendance gap is well recognised in the literature and exists in spite of targeted interventions that span a number of decades.30 This significant gap has been attributed to several factors, including greater family mobility, social and
cultural reasons for absence, the higher rate of emotional and behavioural problems in Aboriginal children, the intergenerational legacy of past practices of exclusion of Aboriginal children from
schools, and its impact on shaping family and community values regarding the importance of attending
school in Indigenous families compared with non-Indigenous families.6 7 31 Additional socioeconomic and
school factors differed slightly between the Indigenous and non-Indigenous cohorts.
(1) the temperament and developmental needs of the child; (2) the capacity and the disposition of the parents to understand and meet the needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past and current interaction and relationship of the child with each parent, the child's siblings, and any other person, including a grandparent, who may significantly affect the best interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home,
school, and community environments; (11) the stability of the child's existing and proposed residences; (12) the mental and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best interest of the child; (13) the child's
cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent and another individual or between the parent and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated
for safety
reasons; and (17) other factors as the court considers necessary