Effect of Accessing Supports on Higher Education Persistence of Students With Disabilities
Then there are those who believe that much of the curriculum in use today by school districts across the country is not challenging enough for students or that it fails to promote a positive learning environment. As for the issue of standardized testing, there are those educators who vehemently support its use, arguing that such testing is fair, comprehensive, and provides no student with an unfair advantage over another —an assertion with which those who oppose this style of testing strongly disagree. This debate, no doubt, will go on well into the future as parents, teachers, and school districts come together to find ways to resolve these pressing issues. These types of examinations are administered annually by most school districts at the end of the school year, although NCLB does not set national achievement levels for students; the results determine whether a student is promoted or retained at his or her current level. Accusations levied against teachers primarily by those who oppose NCLB focus heavily on the state test rather than educating students. In fact, there were those who said that promoting the use of charter schools undermined the role of public schools, a signature component of RTTT. Similarly, some opponents of the policy commented that components such as performance pay standards, a provision that rewards teachers based on student test scores, fundamentally restricted teachers in the classroom by asking them to teach with fewer resources and in many instances with the same pay.
The externalized symptoms include unexplained aggression, being hostile, inability to socialize with the others, and inability to comply with the given instructions. The internalized signs include anxiety, social isolation, as well as exhibiting emotional depression. Emotional behavioral disorders fall in the broad category of student disability referred to as high-incidence disabilities. The other kinds of disabilities in this group are learning disabilities (LD) and mild intellectual disabilities (MID). Even though victims of all these disabilities show similar social adaptability, they are seen to differ in cognitive and behavioral characteristics (Sabornie et al, 2006).
Rodriguez, P., 1998. Critical Issue: Meeting the Diverse Needs of Young Children North. Central Regional Educational Laboratory. Web.
Sabornie, E. et al. 2006. Comparing characteristics of high-incidence disability groups: a descriptive review. Web.
Westwood, P., 2009. What Teachers Need to Know About Students with Disabilities Victoria: Aust Council for Ed Research.