Principles of IDEA and NCLB

Today, children with disabilities still remain in a disadvantageous position compared to other students because they still face difficulties with the equal access to the public education and integration into their school and classroom environment. In spite of numerous programs aiming at the integration of students with disabilities into their school and classroom environment, educators still often lack skills to realize the full potential of those programs and they need the assistance of specifically trained educators. Therefore, today, IDEA, NCLB and other programs should contribute to the faster and closer integration of children with disabilities into their school and classroom environment along with the enhancement of the quality of education students with disabilities receive in public schools to put them on the equal ground with other students.

The main principles of IDEA that are worth applying to children with disabilities are the principle of free appropriate public education and the principle of individualized education programs. The free appropriate public education is an essential condition for the full involvement of children with disabilities into the public education and school environment (Russell, 2002). They should not confront any problems or obstacles on their way to education. In this regard, many schools have educational programs oriented on children with disabilities which help their integration into the school and classroom environment that provide them with wider and equal access to the public education compared to other students.

Individualized plans are also very important for the successful education of children with disabilities. The introduction and enhancement of individualized educational programs for children with disabilities contributes to the adaptation of educational programs to individual needs of students with disabilities. As students with disabilities have special needs compared to other students, individualized educational programs can help them to learn more successfully compared to educational programs based on the standardized approach to all students.

In addition, individualized educational programs are beneficial not only for students with disabilities but also for other students as well. All students are different. They have different academic skills, cultural background, and psychological specificities. In such a situation, standardized educational programs deprive them of an opportunity to develop their strengths and learn successfully. In this regard, individualized educational programs are more efficient because they help students to uncover their full potential and develop those skills which they need to develop at the moment as well as to enhance their strength in education to make the learning process more successful for them. For instance, some students are better in listening and they perceive better the learning material when they listen to it, while others may have better developed visual memory and they need visualization more to perceive the learning material fast and easy. Standardized educational programs neglect this difference, whereas individualized educational programs help to meet individual needs of each student.

NCLB principles that are worth applying to children with disabilities programs are teacher quality and local flexibility. In fact, existing researches (Idol, 2006) reveal the fact that many teachers working with children with disabilities need the support of assistant teachers or professionally-trained educators, who can help them to work with children with disabilities more effectively, even thought schools may have well-developed programs facilitating the integration of children with disabilities.

At the same time, the local flexibility is also extremely important for the successful integration of children with disabilities into their school environment. Even though schools may have extensive programs aiming at the integration of children with disabilities in their school and classroom environment, these students still may have difficulties with realizing their full potential and confront the problem of the public pressure or inconsistencies in public policies and local infrastructure. For instance, students with disabilities may enjoy the school environment fully adapted to their needs and wants but they may face problems with their transportation to the school because of the under-developed transportation system or infrastructure that prevent them from getting to school easily and comfortably.

In actuality, NCLB can enhance its focus on needs of children with disabilities to prevent their discrimination and exclusion from education and public schools. In this regard, it is possible to offer several recommendations that can make NCLB more inclusive in relation to children with disabilities. First, NCLB should focus on the training of educators to make them come prepared to work with children with disabilities. Current studies (Idol, 2006) reveal the fact that many educators are either unprepared or have difficulties, while working with children with disabilities. This is why they need assistant teachers and their support to work with children with disabilities effectively. The extensive training will include the training of educators to work with children with special needs, i.e. children with disabilities, who have different or special needs compared to other students. Such training may be helpful since, on the one hand, the training of educators will help public schools to save costs since they will not need assistant educators, if their educators are trained and prepared to work with children with disabilities (Yagelsh, 2006). On the other hand, educators will be able to work with students with disabilities more effectively because they enhance their professional skills and abilities and expand their knowledge that will help them to work with such children more effectively than they do at the moment and use the full potential of programs implemented in public schools to facilitate the integration of children with disabilities into the school and classroom environment.

Furthermore, another recommendation to enhance NCLB in regard to children with disabilities is developing effective sources of funding of educational programs and integration programs for children with disabilities. In fact, NCLB and numerous programs may be perfect to match interests and needs of children with disabilities but they will never work without the proper finding and without reliable sources of funding those programs (Hooks, 2004). In fact, funding is the key to success of NCLB and programs aiming at the integration of students with disabilities and their successful learning. At the moment, there are no reliable sources to meet all needs of students and to boost programs that could help children with disabilities to integrate into the school and classroom environment successfully nationwide. In this regard, the support of the federal and local government may be helpful to fund programs developed by public schools to help children with disabilities to learn successfully and have equal educational opportunities compared to other students.

Finally, NCLB should encourage educators and local communities to collaborate closely to develop efficient educational programs that include not only teaching students with disabilities but also developing the local infrastructure and transportation system to create comfortable conditions for students with disabilities to prevent any problems, which they may confront in the course of their education. For instance, children with disabilities should not confront any problems while going to their school. In this regard, efforts of educators may be insufficient, while the support of the local community may be crucial since the local community can help to develop the infrastructure and transportation system and services to help children with disabilities to get to their school easily and fast. In such a way, such collaboration between educators and local communities can help to enhance the position of children with disabilities and integrate them into the learning process and public education at large.

Thus, taking into account all above mentioned, it is important to place emphasis on the fact that the current position of children with disabilities in the contemporary education system is still quite difficult. In spite of numerous educational programs aiming at helping children with disabilities and their full integration in the school and classroom environment, they still face problems because educators often need the support of assistant educators and their professional skills are insufficient to match needs of children with disabilities to the full extent. In such a situation, IDEA and NCLB should focus on the enhancement of current policies to help children, educators and local communities to create comfortable conditions for students with disabilities to obtain education and to integrate into their school and classroom environment. In this regard, individualized educational programs, free appropriate public education, enhancement of teacher quality and local flexibility are core principles that can help students with disabilities to learn successfully and have equal access to education.

 

References:

Hooks, B. (2004). “Confronting Class in the Classroom.” In Teaching to Transgress. Routledge.

Idol, L. (2006). “Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools,” Remedial and Special Education, 27(2), 77-94.

Russell, G. (2002). The Modern Education. New York: Random House.

Yagelsh, R.P. (2006). Abby’s Lament: Does Literacy Matter? New York: Allyson and Bacon.

The terms offer and acceptance. (2016, May 17). Retrieved from

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"The terms offer and acceptance." freeessays.club, 17 May 2016

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"The terms offer and acceptance." freeessays.club, 17 May 2016

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"The terms offer and acceptance." freeessays.club, 17 May 2016

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"The terms offer and acceptance." freeessays.club, 17 May 2016

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