Sentences with phrase «while special educational»

The first two phases are addressed through health education, while special educational groups serve youth who are in phase three.

Not exact matches

Check out our special collection of journal articles published in 2016 — 2017, focused on cardiovascular endocrinology, and the links below to stay informed on news, patient resources and educational opportunities as our understanding and treatment of vascular disease continues to evolve while patients benefit.

Can spiraling special education costs explain why educational achievement remained stagnant over the past three decades while real education spending more than doubled?

There are over 5,000 listed school buildings in England (although some of these are no longer in educational use) while there are many more situated within conservation areas designated for their special character.

The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending at the district level; the percentage of per - pupil funding that goes to the classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that do not.

While an ESA program for students with special needs is a step in the right direction and could potentially benefit many Mississippi families, the end goal should be expanding the ESA to all students in our state and letting parents choose the best educational setting for their child.

While the white paper's focus on AP has been heralded, Bart Shaw, an associate at think - tank LKMco, says the «omission» of special educational needs and disability (SEND) «continued marginalisation of SEND within the government's vision».

While charter school funding is the fastest growing area of Governor Malloy's education budget, the evidence is clear that Connecticut's charter schools are consistently failing to provide educational opportunities to special education students and students who need extra help with the English language.

Through Special Education and supportive technology, instructional techniques, materials, and equipment will be adapted to meet the individual educational needs of the exceptional student while maintaining, to the extent possible, the educational program and setting that is available to the general education population.

While certain sections of the Act have been commenced, the implementation of key sections which confers statutory rights to assessment, education plans and appeals processes on children with special educational needs has been deferred due to the current economic circumstances.

While the overall waste of taxpayer money and student instructional time associated with the Common Core SBAC Testing disaster undermines the educational opportunities of every public school student, the testing scheme is particularly discriminatory against children who face English Language barriers, children who have special education needs and children who aren't «excelling» at one to two grade levels ahead of their classmates.

While issues certainly exist when it comes to adequately identifying and providing services to those students who have special needs, the underlying problem is not that students get special education services, but that Connecticut's cities and towns are left with an unfair share of the burden when it comes to financing those extra educational activities.

In Connecticut, interdistrict magnet schools receive special funding BECAUSE they are supposed to «reduce, eliminate or prevent the racial, ethnic or economic isolation of public school students while offering a high - quality curriculum that supports educational improvement.»

«While parents are interested in special educational programs, their dominant concern seems to be whether the school does a good job in fulfilling the traditional functions that we associate with education: teaching basic skills and problem - solving in a safe and orderly environment.

While private schools that receive vouchers through the program can not discriminate against students with disabilities, they are also not required to offer special education services beyond those that can be provided with «minor adjustments» to their educational program.2 This means that schools can deny admission outright to students such as Trinity if their needs are considered too severe.

The need to obtain additional information through resources like school expos and open house events, while not exclusive to families of special education students, contains the additional complications of ensuring that a particular school's educational philosophy and allocated resources accommodate an IEP.

While it is true that various special education needs are a factor in this low reading rate, in more cases than not there is no diagnosis that is preventing the student from achieving, it is simply a matter of poor educational background.

Least Restrictive Environment (LRE): This means that, when possible, special education students must be placed in regular classrooms with non-disabled students while still having their special educational needs met.

While you can take out a policy loan for just about any reason, it's best to reserve policy loans for unexpected emergencies or for special needs such as educational expenses.

Employers also seek specific academic background while recruiting MIS Manager, so educational background like degree or certifications in computer programming and science background needs special attention as well.

For the fourth year running, teachers can bid for up to # 3,500 while SEN support staff can bid for up to # 2,000 to fund training which will improve the support available to children and young people with special educational needs.

While the primary focus of this book is on learners who have special educational needs, most of the strategies presented are applicable to all learners.

While some duties and practices are still bedding in, wider changes across the education system can make education feel like a minefield, especially for disabled children and children with special educational needs.

Depending on the school's size and context, some of these actions will be delegated to teams or other members of staff while the principal retains overall responsibility for the school's provision for pupils with special educational needs.