Sentences with phrase «student with disabilities»

The office also monitors state - licensed private schools for students with disabilities for compliance with state and federal requirements.

One of the educational options that is receiving increasing attention is meeting the needs of students with disabilities in the regular classroom.

It includes a synthesis of challenges and opportunities for students with disabilities in personalized learning systems and actions states can take to move this work to the next level.

Federal officials also will be looking at the number of students with disabilities who take state standardized tests.

The original model law included language that addressed charter school and district responsibilities for serving students with disabilities, and the need for equity in admissions.

Years of research have contributed to our knowledge of how to successfully include students with disabilities in general education classes.

A teacher may not be equally effective with students with disabilities as other students.

Finding effective, research - based strategies that address the needs of students with disabilities as well as other general education students who may be experiencing difficulty in learning.

Together, they have prepared over 3,000 low income, mostly minority high school students with disabilities for competitive employment.

Yet accurate information on students with disabilities served by private schools is notable for its absence.

I started out as a critic of the charter school movement, writing articles on the treatment of students with disabilities by for - profit charter schools.

It addresses critical issues facing educators who are supporting students with disabilities in inclusive settings.

With young adults, they may help students with disabilities learn skills necessary for them to find a job or live independently after graduation.

The education secretary nominee's singular focus on school choice through a voucher system puts the civil rights of students with disabilities at risk.

In 2013, the state got caught for having long excluded many students with disabilities from taking the assessment.

That would make the special education funds have some relation to the cost of educating students with disabilities, but this recommendation has also been ignored.

Like many teachers, I find that games can be a great way to provide students with disabilities lots of practice in academic skills while having fun.

As a result, many more students with disabilities would be likely to attend schools with inadequate resources, ineffective teachers, and larger class sizes in the early grades.

Part of an educational experience is exposure to books and literature and instruction in reading and writing, but many students with disabilities do not receive effective literacy instruction.

In inclusive classrooms, special education teachers teach students with disabilities who are in general education classrooms.

The focus of our work is students with disabilities participating and learning in their least - restrictive environment.

Schools who join «Option 2» receive a portion of state and federal special education funding to provide services that are necessary for students with disabilities enrolled in the school.

Students learn in a restorative environment that is safe, stable, structured, and understanding, particularly benefiting students with disabilities by fostering full inclusion.

The conventional argument that charters enroll relatively few students with disabilities because they «counsel out» special needs students after they enroll is inconsistent with the enrollment data.

Dual contributions are also made when students with disabilities are taught in both general and special education classrooms.

According to new research, Black students with disabilities are, perhaps unsurprisingly then, at even more of a disadvantage.

This allows students with disabilities to complete the course on their own.

That resource contains data on how students with disabilities access and enroll in public schools, both charter and traditional.

For math, 24 percent of charter students with disabilities scored at proficient levels, as did 12 percent of public - school kids.

Multiple factors influence the extent to which students with disabilities exercise their right to choose which schools they attend.

The number of students with disabilities attending higher education institutions is climbing.

Students with disabilities often struggle after graduating from the supportive environment of special services high schools, and are unprepared to transition into the work force.

It explains the difference between standard promotion criteria, which is the expectation for most students with disabilities, and modified promotion criteria.

The first is that providing an accommodation may give students with disabilities an unfair advantage.

There are several laws in place to protect students with disabilities and as the protector of these students, please do your homework and comply.

We know that getting students with disabilities into college is not enough.

Meanwhile, the tests themselves are not designed to measure achievement among students with disabilities.

Did you know that in 2009, fourth - grade students with disabilities * were reading almost two grade levels above where they were in 2000?

It takes experienced teachers in both general and special education, and decent class sizes, to help address the challenges facing students with disabilities.

But the reports have relatively little to say about students with disabilities accessing, performing in and exiting such programs.

Many high performing charter schools have developed specialized instruction to accommodate students with disabilities.

The law requires that public schools provide qualified students with disabilities the reasonable accommodations necessary so they get an education comparable to the education of students without disabilities.

This issue brief is intended to assist state policymakers in better understanding strategies to prepare students with disabilities and special needs for college and career.

Although the percentage of students with disabilities graduating increased, these rates are still far lower than for other students, 62 % compared to 81 % overall.

Specifically, students with disabilities represented 8 to 12 percent of all students at 23 percent of charter schools compared to 34 percent of traditional public schools.

As most educators have found, placing students with disabilities in mainstream math classes is not enough to ensure their success.

Students with disabilities require extra support to ensure their learning and developmental needs are met.