This document discusses problems within the special education system from a political science and education perspective. It argues that a lack of funding and public awareness of special education issues has led to poor quality education for students with special needs. Politically, there is no global definition of special needs and countries have discretion over which disabilities qualify for services. This ambiguity and lack of priority given to special education has resulted in low budgets, unqualified teachers, and inadequate learning environments and resources. The author maintains that raising public awareness is key to driving political support and improving special education systems.
Inequalities of race and ethnicity in educationAlejandroBulan1
The document discusses inequalities in education based on race and ethnicity. It notes that minority students often have less access to resources like skilled teachers, quality curriculum, and funding compared to white students. This leads to unequal educational outcomes. The document also examines how the COVID-19 pandemic has exacerbated existing inequalities and threatens to increase achievement gaps going forward if not adequately addressed.
This paper seeks to show an overview of Brazilian educational vulnerabilities that we can find at public schools all over the country, but mainly in poor areas. Our approach is a bibliographical one and our analysis is a qualitative and quantitative one. The results of this paper confirm, with the use of many authors' works, that educational vulnerabilities in Brazil are thought of as a mechanism of power to keep the poor population illiterate for the political benefit of some candidates in the elections and the business elite of the country. There is no interest of the very influential and rich people in Brazil to have a more equal country to all, as the poor people still serve as manoeuvrer mass to their interests.
It is difficult to overstate the significance of nation’s education system for children with disability. Of course education is important for all children and mostly children with disabilities
LASPP Final Term Paper - Accesibility to Basic EducationBeverly Samayoa
This document summarizes challenges to education access in Latin America, focusing on Bolivia, Ecuador, Guatemala, and Mexico. It discusses factors like poverty, indigenous identity, and child labor that affect school enrollment and completion. The document also analyzes education policies in the four countries, including conditional cash transfer programs, laws addressing indigenous language barriers, and projects to expand access to secondary education. The overall goal is to compare how effectively different policies have addressed social inequalities hindering children's education.
This document reviews literature on inequality in education. It finds that educational inequality exists due to various individual, social, and systemic factors. At the individual level, characteristics like socioeconomic status, gender, and ethnicity can influence educational attainment. At the social level, interactions and relationships within society can also impact inequality. Systemic factors like policies, school resources, and decentralization of education funding have been shown to exacerbate inequality between regions. The literature demonstrates that inequality is both a micro-level phenomenon stemming from individual differences, and a macro-level phenomenon influenced by broader social and institutional conditions.
The document discusses the relationship between education and poverty in Florida. It states that 17.2% of Florida's population lives in poverty, and insufficient education is one of the key issues contributing to poverty. Those without a high school diploma on average earn less and have higher unemployment rates. To truly address poverty, both issues of insufficient education and poverty itself must be tackled. The document argues that making education more affordable and career-focused for the poor, such as through lowering tuition costs, is the best strategy to reduce poverty over time by improving employment opportunities.
Inequalities of race and ethnicity in educationAlejandroBulan1
The document discusses inequalities in education based on race and ethnicity. It notes that minority students often have less access to resources like skilled teachers, quality curriculum, and funding compared to white students. This leads to unequal educational outcomes. The document also examines how the COVID-19 pandemic has exacerbated existing inequalities and threatens to increase achievement gaps going forward if not adequately addressed.
This paper seeks to show an overview of Brazilian educational vulnerabilities that we can find at public schools all over the country, but mainly in poor areas. Our approach is a bibliographical one and our analysis is a qualitative and quantitative one. The results of this paper confirm, with the use of many authors' works, that educational vulnerabilities in Brazil are thought of as a mechanism of power to keep the poor population illiterate for the political benefit of some candidates in the elections and the business elite of the country. There is no interest of the very influential and rich people in Brazil to have a more equal country to all, as the poor people still serve as manoeuvrer mass to their interests.
It is difficult to overstate the significance of nation’s education system for children with disability. Of course education is important for all children and mostly children with disabilities
LASPP Final Term Paper - Accesibility to Basic EducationBeverly Samayoa
This document summarizes challenges to education access in Latin America, focusing on Bolivia, Ecuador, Guatemala, and Mexico. It discusses factors like poverty, indigenous identity, and child labor that affect school enrollment and completion. The document also analyzes education policies in the four countries, including conditional cash transfer programs, laws addressing indigenous language barriers, and projects to expand access to secondary education. The overall goal is to compare how effectively different policies have addressed social inequalities hindering children's education.
This document reviews literature on inequality in education. It finds that educational inequality exists due to various individual, social, and systemic factors. At the individual level, characteristics like socioeconomic status, gender, and ethnicity can influence educational attainment. At the social level, interactions and relationships within society can also impact inequality. Systemic factors like policies, school resources, and decentralization of education funding have been shown to exacerbate inequality between regions. The literature demonstrates that inequality is both a micro-level phenomenon stemming from individual differences, and a macro-level phenomenon influenced by broader social and institutional conditions.
The document discusses the relationship between education and poverty in Florida. It states that 17.2% of Florida's population lives in poverty, and insufficient education is one of the key issues contributing to poverty. Those without a high school diploma on average earn less and have higher unemployment rates. To truly address poverty, both issues of insufficient education and poverty itself must be tackled. The document argues that making education more affordable and career-focused for the poor, such as through lowering tuition costs, is the best strategy to reduce poverty over time by improving employment opportunities.
This document summarizes the state of America's children across several key issues:
1. The child population is becoming more diverse, with children of color projected to become the majority by 2016. This shift will impact schools, communities, and funding for education and social programs.
2. Poverty disproportionately affects children of color and can become chronic without access to quality education and job training programs. Federal programs have helped reduce poverty but more can be done.
3. Lack of access to healthcare and nutrition negatively impacts child development and educational outcomes. Government programs have expanded access but more eligible children need to enroll and utilize services.
4. Early childhood education is critical but not consistently available. Investing in early learning
The future of community based services and educationAisha Ellington
This document discusses anticipated changes to community-based services and education for older adults over the next 15 years. Key points include a growing and more diverse senior population, more older adults living alone, and increased needs for community programs. Community-based programs will need to expand and adapt to serve lifelong learners and provide services to help seniors remain active and engaged. Distance education is expected to increase accessibility but may require support from community organizations to help lower-income students. Funding sources for these services and programs will likely need to evolve as well.
Youth 'At-Risk' and Alienation from Mainstream Schooling EDU6373 Final Synthe...Andrea Lagalisse
This document summarizes the experiences of two groups of youth who are often at risk of alienation from mainstream schooling: youth from low-income families and immigrant/refugee youth. It discusses how poverty, lack of social and cultural capital, economic barriers, and trauma from situations like war can negatively impact these youths' academic performance and social integration in school. It also examines how schools often perpetuate this alienation through practices that do not address the systemic issues facing these marginalized groups and instead view them through a deficit model that locates problems within the individual.
Mapping and exploring the consequences of the rise of private education in PerúPERIGlobal
1) Private education has grown significantly in Peru since the 1980s as public education declined due to underfunding and other issues.
2) A 1996 decree made it easy to open private schools, contributing to their rapid growth while public oversight remained weak.
3) Private school enrollment has now surpassed public enrollment in many areas, including poor districts of Lima. However, data and research on private schools and their impacts is limited.
4) There is a lack of evidence-based debate around educational privatization in Peru, with advocates arguing private education is inherently better despite risks of segregation.
The document discusses socioeconomic inequalities in education outcomes in the UK. It summarizes that the attainment gap between high and low socioeconomic status (SES) children starts early and widens throughout school. By age 10, low SES children with initially high cognitive scores fall behind high SES peers with lower scores. These gaps continue into further education and career outcomes. The document examines potential causes such as differences in opportunities, resources, and expectations between high and low SES families and communities. It argues that reducing these inequalities could boost the UK economy by £1.3 trillion over 40 years through improved social mobility.
Corruption in the education sector www.transparency.org TI Working Paper # 04/2009 accompanied by monitoring and adequate capacity building measures. With more people and administrative levels involved in education finance, opportunities for fraud and corruption have also risen. Reforms can create confusion about respective responsibilities and resource flows, leaving those within the education system unclear about the changes and their rights under the new system. Budget allocation. Countries with high levels of corruption invest less in public services, leaving the education sector under-funded.7 Resources may be channelled from schools in need, especially in rural areas, to those that are already privileged, such as in more urban regions. Funding also may be allocated based on where there are greater opportunities for private gain. Large contracts for building schools, buying textbooks or running meal programmes offer the potential for kickbacks, bribery, nepotism and favouritism. In addition, allocations to schools may be made using falsified data, such as inflated enrolment numbers. This uneven distribution of resources tends to benefit better-off students to the detriment of the poor and affects the equity of a nation’s education system. Off- budget allocations are particularly risky, especially when foreign donors provide direct financing to schools and bypass government departments or civil society organisations (CSOs) that could act as intermediaries.8 Budget execution. Earmarked resources may never reach schools and universities. In schools studied in Ghana and Uganda as part of TI’s Africa Education Watch, it was common to find payments each term delayed up to one year (see sidebar). Instead, finances may be embezzled by officials, misused in rigged tenders, or lost to administrative inefficiencies. Contract specifications may target a specific supplier and closed tendering processes may exclude potential bidders or lead to inflated prices. The extent of these 'resource leakages' can be sizable. According to countries surveyed by the World Bank, between 10 and 87 percent of non-wage spending on primary education is lost.9 As a result, textbooks may be of poor quality and insufficient quantity, the building infrastructure of teaching institutions may collapse, toilets may not be built and learning materials may go undelivered (see sidebar on pg. 4). Use of education resources. Funds that reach schools may not be used according to their intended purpose. Textbooks may be sold instead of being freely distributed, illegal payments may be made by school authorities using falsified receipts or the quantity of goods purchased may be inflated. Counteracting these abuses is further complicated when book keeping at the school-level is not audited or conducted at all. Findings from Morocco and Niger suggest 64 percent of primary schools lack any accounting system.10 What can be done? Transparency and access to information are essential to control
What is inequality in education?
Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
The document discusses the impact of illiteracy in Pakistan, including its causes, effects, and solutions. It states that the main causes of illiteracy in Pakistan are illiteracy among parents, lack of education facilities, poverty, and social barriers that prevent girls from attending school. The effects of illiteracy include hindering economic development, increasing poverty, child marriage, unemployment, and social issues. Solutions proposed include increasing access to free or low-cost education, raising awareness of literacy's importance, and placing special emphasis on female education.
Melin abad(power point presentation educ 316)MelinAbad
The document discusses several major trends affecting education in the Philippines' immediate future. These include: 1) declining quality of education; 2) lack of affordability resulting in disparities across socioeconomic groups; 3) mismatch between training and available jobs; 4) low budget allocation to education relative to other ASEAN countries; 5) brain drain of educated workers leaving for other countries; 6) widening social divides; 7) lack of facilities and teacher shortages in public schools; and 8) high dropout rates. Resolving these issues, such as improving teacher training and working conditions, increasing funding, and making education more relevant will be important for the Philippines' education system and economic development.
This document summarizes the recommendations from a study group convened by the Public School Forum of North Carolina to expand educational opportunity in the state. The study group was divided into three committees focused on trauma and learning, racial equity, and supporting low-performing schools. Key recommendations include developing trauma-sensitive schools, implementing restorative justice practices to reduce racial discipline gaps, increasing support for high-quality early childhood programs and low-performing K-3 schools, and establishing partnerships between teacher preparation programs and high-need schools to improve teacher quality. The overarching goal is to address factors like poverty, trauma, and systemic inequities that limit educational opportunities for many North Carolina students.
Inequality in Public Education in New Jersey may be the result of a systemati...Gus Penaranda
The document discusses inequality in public education funding in New Jersey. It details the Abbott v. Burke court case that found New Jersey's school funding formula unconstitutional for not providing equal education across districts. The state implemented new funding formulas but issues remained, as poorer districts still lacked resources of wealthier districts. The document argues the problem is more deeply rooted in broader societal inequalities, and increasing funding alone cannot solve unequal outcomes between districts.
A quick sketch of how rising income inequality has started reshaping American education, from K-12 through higher ed.
Notes on adjuncts, school funding, pedagogy, etc.
This document discusses the education system in Somalia and proposes reforms. It notes that Somalia has very low literacy rates, especially for women, due to high costs of private education, lack of schools in rural areas, and gender bias. The mean years of schooling is only 5.5 years and is increasing slowly. This is inhibiting Somalia's development. It argues that improving education would boost the economy through increased skills, entrepreneurship, and productivity. However, Somalia's weak government cannot afford to fund education. The document proposes using international grants to send Somali students to Yemen for culturally appropriate schooling and then have them return to Somalia to help develop the domestic education system.
This document discusses education challenges faced by children in poverty globally. It provides examples of issues in China, the Middle East, Brazil, and efforts by organizations like Teach For China and World Vision to help. In China, millions of migrant children lack access to schools due to registration policies. In the Middle East, over 12 million children are out of school due to factors like conflict, fees and child labor. Brazil struggles with poverty despite its strong economy, affecting indigenous and rural children's education access. Teach For China and World Vision work to expand opportunities for children in need.
Unit 9 problems and issues in pakistani educationAsima shahzadi
The document discusses several issues and problems within Pakistan's education system. It outlines major problems such as lack of facilities and resources in schools, especially in rural areas. Teacher absenteeism is also an issue that encourages dropout rates. Other issues discussed include the role of the English language, universal primary education goals not being achieved, low literacy rates, lack of political will for reform, and issues with female education participation. The document provides overview of these key challenges within Pakistan's education system.
The ppt contains information about,
What is Illiteracy?
Causes of Illiteracy
Effects of illiteracy
Solutions/Initiatives taken by government to reduce illiteracy
statistics of at global level as well as in India
Conclusion
This document discusses family literacy education and its potential benefits and limitations. It explores different models of family literacy programs, including the compensatory model, the one child-one mother model, and the lack of adequate adult and interactive literacy practices. It notes pros and cons of each approach. A key concern discussed is the instability of funding for family literacy education and how this undermines its viability. The document also notes that the voices of family literacy program participants themselves have been largely absent from discussions about program development and evaluation.
The document describes a gelding named Doc Hickory Tuff for sale by the Doc Hickory Tuff Association. Doc Hickory Tuff has good ground manners, is easy to handle, and stands well for the farrier and vet. He has been shown successfully in western pleasure, horsemanship, trail and showmanship classes. Doc Hickory Tuff is the great-grandson of the legendary stallion Doc Hickory.
The farm tour showed students three types of livestock - sheep, swine, and cattle. They first viewed the sheep barn which contained about thirty sheep of various breeds. They then drove by the swine barn but did not enter due to hygiene reasons. Next, they went into a building used to mix animal feed, which contained a large mixer and pipes carrying molasses. On the second floor, students walked along a catwalk overlooking pens that were currently empty but usually hold cattle for research. The tour taught students about Texas Tech's gene discovery in sheep and Temple Grandin's reformed cattle handling methods.
This document summarizes the state of America's children across several key issues:
1. The child population is becoming more diverse, with children of color projected to become the majority by 2016. This shift will impact schools, communities, and funding for education and social programs.
2. Poverty disproportionately affects children of color and can become chronic without access to quality education and job training programs. Federal programs have helped reduce poverty but more can be done.
3. Lack of access to healthcare and nutrition negatively impacts child development and educational outcomes. Government programs have expanded access but more eligible children need to enroll and utilize services.
4. Early childhood education is critical but not consistently available. Investing in early learning
The future of community based services and educationAisha Ellington
This document discusses anticipated changes to community-based services and education for older adults over the next 15 years. Key points include a growing and more diverse senior population, more older adults living alone, and increased needs for community programs. Community-based programs will need to expand and adapt to serve lifelong learners and provide services to help seniors remain active and engaged. Distance education is expected to increase accessibility but may require support from community organizations to help lower-income students. Funding sources for these services and programs will likely need to evolve as well.
Youth 'At-Risk' and Alienation from Mainstream Schooling EDU6373 Final Synthe...Andrea Lagalisse
This document summarizes the experiences of two groups of youth who are often at risk of alienation from mainstream schooling: youth from low-income families and immigrant/refugee youth. It discusses how poverty, lack of social and cultural capital, economic barriers, and trauma from situations like war can negatively impact these youths' academic performance and social integration in school. It also examines how schools often perpetuate this alienation through practices that do not address the systemic issues facing these marginalized groups and instead view them through a deficit model that locates problems within the individual.
Mapping and exploring the consequences of the rise of private education in PerúPERIGlobal
1) Private education has grown significantly in Peru since the 1980s as public education declined due to underfunding and other issues.
2) A 1996 decree made it easy to open private schools, contributing to their rapid growth while public oversight remained weak.
3) Private school enrollment has now surpassed public enrollment in many areas, including poor districts of Lima. However, data and research on private schools and their impacts is limited.
4) There is a lack of evidence-based debate around educational privatization in Peru, with advocates arguing private education is inherently better despite risks of segregation.
The document discusses socioeconomic inequalities in education outcomes in the UK. It summarizes that the attainment gap between high and low socioeconomic status (SES) children starts early and widens throughout school. By age 10, low SES children with initially high cognitive scores fall behind high SES peers with lower scores. These gaps continue into further education and career outcomes. The document examines potential causes such as differences in opportunities, resources, and expectations between high and low SES families and communities. It argues that reducing these inequalities could boost the UK economy by £1.3 trillion over 40 years through improved social mobility.
Corruption in the education sector www.transparency.org TI Working Paper # 04/2009 accompanied by monitoring and adequate capacity building measures. With more people and administrative levels involved in education finance, opportunities for fraud and corruption have also risen. Reforms can create confusion about respective responsibilities and resource flows, leaving those within the education system unclear about the changes and their rights under the new system. Budget allocation. Countries with high levels of corruption invest less in public services, leaving the education sector under-funded.7 Resources may be channelled from schools in need, especially in rural areas, to those that are already privileged, such as in more urban regions. Funding also may be allocated based on where there are greater opportunities for private gain. Large contracts for building schools, buying textbooks or running meal programmes offer the potential for kickbacks, bribery, nepotism and favouritism. In addition, allocations to schools may be made using falsified data, such as inflated enrolment numbers. This uneven distribution of resources tends to benefit better-off students to the detriment of the poor and affects the equity of a nation’s education system. Off- budget allocations are particularly risky, especially when foreign donors provide direct financing to schools and bypass government departments or civil society organisations (CSOs) that could act as intermediaries.8 Budget execution. Earmarked resources may never reach schools and universities. In schools studied in Ghana and Uganda as part of TI’s Africa Education Watch, it was common to find payments each term delayed up to one year (see sidebar). Instead, finances may be embezzled by officials, misused in rigged tenders, or lost to administrative inefficiencies. Contract specifications may target a specific supplier and closed tendering processes may exclude potential bidders or lead to inflated prices. The extent of these 'resource leakages' can be sizable. According to countries surveyed by the World Bank, between 10 and 87 percent of non-wage spending on primary education is lost.9 As a result, textbooks may be of poor quality and insufficient quantity, the building infrastructure of teaching institutions may collapse, toilets may not be built and learning materials may go undelivered (see sidebar on pg. 4). Use of education resources. Funds that reach schools may not be used according to their intended purpose. Textbooks may be sold instead of being freely distributed, illegal payments may be made by school authorities using falsified receipts or the quantity of goods purchased may be inflated. Counteracting these abuses is further complicated when book keeping at the school-level is not audited or conducted at all. Findings from Morocco and Niger suggest 64 percent of primary schools lack any accounting system.10 What can be done? Transparency and access to information are essential to control
What is inequality in education?
Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
The document discusses the impact of illiteracy in Pakistan, including its causes, effects, and solutions. It states that the main causes of illiteracy in Pakistan are illiteracy among parents, lack of education facilities, poverty, and social barriers that prevent girls from attending school. The effects of illiteracy include hindering economic development, increasing poverty, child marriage, unemployment, and social issues. Solutions proposed include increasing access to free or low-cost education, raising awareness of literacy's importance, and placing special emphasis on female education.
Melin abad(power point presentation educ 316)MelinAbad
The document discusses several major trends affecting education in the Philippines' immediate future. These include: 1) declining quality of education; 2) lack of affordability resulting in disparities across socioeconomic groups; 3) mismatch between training and available jobs; 4) low budget allocation to education relative to other ASEAN countries; 5) brain drain of educated workers leaving for other countries; 6) widening social divides; 7) lack of facilities and teacher shortages in public schools; and 8) high dropout rates. Resolving these issues, such as improving teacher training and working conditions, increasing funding, and making education more relevant will be important for the Philippines' education system and economic development.
This document summarizes the recommendations from a study group convened by the Public School Forum of North Carolina to expand educational opportunity in the state. The study group was divided into three committees focused on trauma and learning, racial equity, and supporting low-performing schools. Key recommendations include developing trauma-sensitive schools, implementing restorative justice practices to reduce racial discipline gaps, increasing support for high-quality early childhood programs and low-performing K-3 schools, and establishing partnerships between teacher preparation programs and high-need schools to improve teacher quality. The overarching goal is to address factors like poverty, trauma, and systemic inequities that limit educational opportunities for many North Carolina students.
Inequality in Public Education in New Jersey may be the result of a systemati...Gus Penaranda
The document discusses inequality in public education funding in New Jersey. It details the Abbott v. Burke court case that found New Jersey's school funding formula unconstitutional for not providing equal education across districts. The state implemented new funding formulas but issues remained, as poorer districts still lacked resources of wealthier districts. The document argues the problem is more deeply rooted in broader societal inequalities, and increasing funding alone cannot solve unequal outcomes between districts.
A quick sketch of how rising income inequality has started reshaping American education, from K-12 through higher ed.
Notes on adjuncts, school funding, pedagogy, etc.
This document discusses the education system in Somalia and proposes reforms. It notes that Somalia has very low literacy rates, especially for women, due to high costs of private education, lack of schools in rural areas, and gender bias. The mean years of schooling is only 5.5 years and is increasing slowly. This is inhibiting Somalia's development. It argues that improving education would boost the economy through increased skills, entrepreneurship, and productivity. However, Somalia's weak government cannot afford to fund education. The document proposes using international grants to send Somali students to Yemen for culturally appropriate schooling and then have them return to Somalia to help develop the domestic education system.
This document discusses education challenges faced by children in poverty globally. It provides examples of issues in China, the Middle East, Brazil, and efforts by organizations like Teach For China and World Vision to help. In China, millions of migrant children lack access to schools due to registration policies. In the Middle East, over 12 million children are out of school due to factors like conflict, fees and child labor. Brazil struggles with poverty despite its strong economy, affecting indigenous and rural children's education access. Teach For China and World Vision work to expand opportunities for children in need.
Unit 9 problems and issues in pakistani educationAsima shahzadi
The document discusses several issues and problems within Pakistan's education system. It outlines major problems such as lack of facilities and resources in schools, especially in rural areas. Teacher absenteeism is also an issue that encourages dropout rates. Other issues discussed include the role of the English language, universal primary education goals not being achieved, low literacy rates, lack of political will for reform, and issues with female education participation. The document provides overview of these key challenges within Pakistan's education system.
The ppt contains information about,
What is Illiteracy?
Causes of Illiteracy
Effects of illiteracy
Solutions/Initiatives taken by government to reduce illiteracy
statistics of at global level as well as in India
Conclusion
This document discusses family literacy education and its potential benefits and limitations. It explores different models of family literacy programs, including the compensatory model, the one child-one mother model, and the lack of adequate adult and interactive literacy practices. It notes pros and cons of each approach. A key concern discussed is the instability of funding for family literacy education and how this undermines its viability. The document also notes that the voices of family literacy program participants themselves have been largely absent from discussions about program development and evaluation.
The document describes a gelding named Doc Hickory Tuff for sale by the Doc Hickory Tuff Association. Doc Hickory Tuff has good ground manners, is easy to handle, and stands well for the farrier and vet. He has been shown successfully in western pleasure, horsemanship, trail and showmanship classes. Doc Hickory Tuff is the great-grandson of the legendary stallion Doc Hickory.
The farm tour showed students three types of livestock - sheep, swine, and cattle. They first viewed the sheep barn which contained about thirty sheep of various breeds. They then drove by the swine barn but did not enter due to hygiene reasons. Next, they went into a building used to mix animal feed, which contained a large mixer and pipes carrying molasses. On the second floor, students walked along a catwalk overlooking pens that were currently empty but usually hold cattle for research. The tour taught students about Texas Tech's gene discovery in sheep and Temple Grandin's reformed cattle handling methods.
The student visited an equestrian center to learn about career opportunities and duties in the horse industry. They observed the artificial insemination process, including the room where semen is stored and eggs are fertilized. They also saw the arena and boarding barn, and learned about proper horse care. Their favorite part was touring the therapeutic riding facility, where they saw how draft horses are soothing for autistic children and how hippotherapy can help clients develop speech.
This document summarizes and discusses a study on the effects of equine assisted activities on children with autism spectrum disorder. The study found that children who participated in equine therapy showed greater improvements in physical, social, and mental health functioning compared to children who received traditional play therapy. While the equine therapy focused mainly on riding skills, the document suggests that the relaxed social environment of being around and interacting with horses, volunteers, and instructors helped encourage social interaction and learning in children with autism, which may have led to the significant improvements observed.
Comorbidity between anorexia nervosa and depression is common, occurring in around 50% of cases. Diagnosing which disorder emerged first can be difficult due to overlapping symptoms like weight change, low self-esteem, and sleep problems. Studies have found that individuals with comorbid depression have poorer long-term outcomes for anorexia nervosa. Treatment should focus first on addressing the depression, using holistic therapies like group and family therapy rather than medication alone. Cognitive behavioral therapy is also effective for treating the underlying thought patterns contributing to both disorders.
This document discusses the results of the author's StrengthsQuest assessment, which identified their top five strengths as belief, responsibility, developer, futurist, and strategic. The author analyzes how each strength fits their personality and goals. They then discuss how their variety of strengths makes them well-suited for interdisciplinary work, and how different strengths contribute to team success. The author provides an example of how their strengths could help address the complex issue of organic versus non-organic farming.
This document summarizes four references related to the impacts of fracking on communities and livestock.
The first reference discusses how fracking fluid injections can potentially contaminate underground aquifers through natural gas pathways. Simulation models show risks can be reduced through subsurface mapping, setback distances from faults, monitoring wells, and verifying properties post-fracking.
The second reference outlines ecological risks like surface water impacts from pollutants released during fracking construction. Activities may profoundly affect regions' ecosystems and organisms.
The third reference examines impacts on drinking water in Germany. It finds varying amounts of fracking fluid can contaminate water from accidents, but dilutions are usually below health limits. Data on impacts to
This document discusses the health risks associated with fracking from the perspectives of health sciences and animal science. It outlines how fracking can contaminate groundwater and drinking water with fluids used in the fracking process. This poses risks to both human and animal health. On the human side, contaminated water raises questions about potential health effects and water quality. For animal science, the impacts on livestock and wildlife from contaminated water and environment are examined, and whether this could affect meat quality or food safety. The document conducts a literature review on these topics and aims to provide an interdisciplinary analysis of the health risks of fracking.
1. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM
Problems within the Special Education System
Allison Sheats
INTS 3330- D01
Texas Tech University
2. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 2
Introduction
Both the mentally and physically handicapped fail to receive their fundamental rights as a
human. One of the most prominent problems special needs individuals face is the special
education system; this is a department that is lacking globally. More industrialized countries
typically offer superior education versus agriculture based nations, due to the fact that there are
more resources such as money; and more education on how to properly handle and educate
special needs individuals. However, industrialized nation’s superior education system does not
necessarily provide the entitled resources to all special needs individuals. This varies country to
country as each nation has a different definition for disorders that are included into the category
of special needs and which disorders receive education. “ in order to take control of the study of
special education we have to be clear about how we define it, for our definition determines what
we describe, interpret and explain” ( Booth, 1998, p.80). Furthermore, the special education
department is not allotted enough money to allow for a proper learning environment and
resources; making the education experience subpar.
In order to thoroughly understand the adversity with special education it is important to
look at the issue through an interdisciplinary approach. There are many factors attributing to the
issues within special education. One could look at the various disciplines finance, humanitarian,
psychology, education, and political science to understand the complexity of this flawed system.
However, for this paper the two disciplines of political science and education will be examined.
These two offer insight to what is the largest contributing factor to the complex issue, which
remains money. How does this relate to politics? The lack of public education makes people
unaware nor care about this issue. Therefore, there is a lack of drive to support this issue, as well
as failure to see the needs of special education. This makes very little pass through congress
3. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 3
associated with special education. Nations are still allowed to deny the right of education as a
result of this; as well as define what individuals qualify as special needs. Nations offering special
education, generally leave a miniscule budget for the school system to work with; making a poor
atmosphere and learning environment.
Therefore, looking at the quality of education is important. Without the basis of
understanding the politics behind special education, it would be impossible to comprehend the
poor learning environment. Low budgets bring forth unqualified teachers, due to subpar pay, as
well as low requirements for employment. Furthermore, due to a lack of resources, the
individual’s education is further compromised. Without having a political, understanding it
would be easy to suggest an increase in budget to enable a boost in salary; which could increase
qualifications for jobs, enabling fully equipped employees. In addition, a budget increase brings
more sensory rich and conducive environments, as well as superior curriculum. However, none
of this can be accomplished until this issue is understood by the public; until then it will not be
brought into politics and the special education system will remain below it potential.
Literature Review
The flawed special education system is the complex issue at hand. The current special
education system remains ill equipped, as well as still reserves the right to refuse education to
these individuals. The disciplines of Education as well as Political Science, will thoroughly
express this issue. The problems that arise with special education are related to politics and the
lack thereof of fights in congress for these individuals. Due to the lack of awareness to the
requirements of special needs individuals, this has resulted in a lack of funding for the programs,
as well as subpar classrooms, and an unsafe environment for these special education children.
4. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 4
The discipline of political science does turmoil it’s issues to the education experience
itself; as a result there is a lack of funding for programs, as well as, a lack of public education
related to special needs, therefore bringing harsh stigmas; this in turn results in poor treatment
for special needs individuals. First off, it is important to look at what politically qualifies a
individual to be deemed special needs and qualify for special education. The definition of special
education in China only includes education for physically disabled children. (Luo, 2011), that
leaves all other disabilities such as intellectual disabilities unable to receive an education. In the
United States, Georgia Bush came out with the “no child left behind” act; therefore, the United
States does in fact offer education to all types of disabilities. However, the United States still
reserves the right “to exclude disabled children if they believed the child would not benefit from
education or if the child’s presence would be disruptive to others” (Wolffe, 2010). This proves
inclusion to all still remains a problem; the fact of the matter is that each of these are humans and
deserves the rights set forth by the constitution no matter what diagnoses or disability they may
have. Special needs individuals “have a right of inclusion and participation in mainstream
neighborhood schools as well as the right to make the same choices as other students” (Booth,
1998, p.85). Furthermore, special needs has been found to be linked to poverty, and “significant
numbers of disabled children and youth are largely excluded from educational opportunities for
primary and secondary schooling. Exclusion, poverty and disability are linked” (Peters, 2003,
p.1). Public education should be equal no matter what tax bracket the child is born into.
However, it is apparent income determines the child’s education therefore, snowballing into the
child’s potential. Which unfairly sets the child up for failure; in fact in the United Kingdom
“Higher education has a even lower attendance rate, in the United Kingdom less than one percent
of handicapped adults were involved in any sort of education or training and in Canada half as
5. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 5
likely to attain a University degree” ( Hall, Healey, & Harrison, 2002, p. 219). Furthermore,
those that choose to not seek professional degrees have an even more difficult time becoming
employed. Only a mere “thirty four point six percent of working age persons with disabilities
are employed” (Stone & Colella, 1996, p.352), and these jobs are low paying jobs with very little
chance of advancement. The outcome for poor funding or denial of education results in
individuals without a chance in life.
The discipline of Education relays directly off of political science; without funding and
denial of education it makes it impossible to give these children a proper education. Below the
current education experience will be outlined. Beginning with the United States, in the past
“special education classes were often held in undesirable, out-of-the-way places such as trailers
and school basements”(Wolffe, 2010), classrooms such as this would be impossible for a teacher
to set up as a sensory rich and conducive learning environment; sensory rich environments are
important in stimulating and affectively teaching children with special needs. Special education
is about identifying categories of special needs and relating special curricula to them; thus hand
tailoring education to each individual child. With a lack of resources and a sensory rich
environment, it makes it impossible for teachers to construct a curriculum tailored to each child,
as well as obtain the resources needed gives the child an exemplary education.
Furthermore, children are being placed in classrooms with younger students which can
hinder them as it does not prepare them for life after high school (Tabor, 2000, p.7).
Additionally, “The American Disabilities Act and the Individuals with Disabilities Education Act
allowed students with disabilities to be included in regular classrooms where they learn
academics and behavior appropriate for their age. But they do not learn life's little lessons that
will prepare them for adulthood” (Tabor, 2000, p.7). However, without the individual tailored
6. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 6
curriculum and placing the child in regular classrooms which generally teach above their
intelligence level, this makes it increasingly difficult for the child to learn.
Connections
The common ground when considering the disciplines of political science and education,
when pertaining to special education; relays specifically to monetary needs. The lack of
integrations of special education into politics has severely deferred the quality of education
received. This could be attributed to the lack of education and awareness of the potential these
individuals hold, and the stigma associated with them. Therefore, if this issue is not a hot topic, it
many times can be placed on the “back burner”. It is no wonder there are so many political flaws,
without awareness of the issue, it becomes unseen, unmanaged, and sadly compromised. That
means budgets for special education are not properly analyzed and allotted to give exemplary
education. This also begins with what the definition of special education is, with a lack thereof
how could this problem resolved; the problem at hand is not properly outlined. Therefore, with
the lack of a standard definition this leaves each nation to decide which disabilities are included
in this definition. Furthermore, that mean policies put into place only relate to what the outlined
definition is for that nation. Therefore, in this concept the common ground could be looked at as
the lack of common ground. What is being elaborated is the fact that there is not a global
definition of what categorizes special needs; without a definition it leaves a gray area in respect
to which child receives education and which does not. Without, the clear definition it leaves
many studies unable to even begin the educational process. However, democratization, has aided
in the “transition and its democratic ideologies have influenced school governance as well as
teaching and learning” (Peters, 2003, p.3). In fact, “Columbia, Honduras, and Guatemala all
have experimental Escuela Nueve Schools that operate with a clear philosophy and vision of
7. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 7
inclusion” (Peters, 2003, p.3). Therefore, through political change, i.e. democratization, at least
offers the child an education; this does not necessarily aide the child with a quality education.
For example, poverty can contribute from exclusion of education or compromise the education to
be something subpar. Many nations appear to be implementing a wonderful education, China is
a prime example, their programs market that “The schools for special education in China aim at
enabling disabled children to successfully develop morally, intellectually, physically,
aesthetically, and in work experience” (Luo, 2011). However, this is a nation that only allows
physically handicapped to receive an education.
Due to the lack in politics, this mulls over to the quality of education, without proper
funding or being recognized as a real issue, the programs fail to strive to greater levels. Special
needs individuals are being thrown out into the world without valuable skills to become
employed. Sheila Hebein, executive director for the National Association for Down's Syndrome,
stated that "Then it is like they fall off the face of the earth because the school districts are not
preparing our students for employment," she said. "A lot of our kids are capable of jobs, but
schools are not giving them appropriate training to do the work" (Tabor, 2000, p.7), she is
speaking of what happens to these children post graduation. This can be attributed to the lack in
monetary funds, without funds this reduces the incentives for quality teachers. Therefore, if there
is a lack of drive towards a career in education that takes away competition for jobs, which then
could result in hiring out of desperation. Hiring out of desperation brings forth employees that
are not necessarily fully qualified for the job. Educational policies, in respect to employment, do
not necessarily put heavy stipulations on the qualifications to teach these individuals, i.e.
experience or education levels. This is particularly hindering to special needs, as trained
professionals are critical to successful education experience. Special education teachers need to
8. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 8
be able to assess the capabilities and intelligence levels of the special needs, as well as make
quality curriculum tailored to set their student’s up for success. All of the flaws in the education
system root back to the issue of political science, with proper public education of this issue, the
chances increase that there would be a boost in proper funding to special education programs. A
boost in funding would drastically change the current education system. It is evident that
democratization brings forth, more inclusive education; therefore, with influx of nations
becoming democratic more voices are beginning to be heard. Many of these nations will be lead
by examples; meaning they may mirror countries such as the United States; therefore, a quality
special education is imperative in the United States to globally change special education
throughout all nations. Without looking at the issue at hand through the two disciplines, it is
impossible to fully see the complex problem as a whole, if only one discipline such as political
science was chosen, then the repercussions of the school settings and lack of resources would not
be apparent. On the contrary, if only looking at the education side, it would be impossible to see
the political ties behind solving this issue.
Integrative Framework
The issues in special education resulting from political flaws must be individualized
based on nations. Agricultural societies struggle with educating all children; therefore, children
of special needs are rarely given an education, and more often than not mishandled due to lack of
education of society. In poor agrarian societies, it is imperative for the education of non-special
needs to be developed fully before focus on special education can be developed. Why would this
be so? The answer is simple; a society without general education would not be capable of
educating special needs individuals. The general public must first acquire education, in order for
individuals to be properly educated and trained to successfully teach special education. With
9. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 9
these nations, the problem at hand is more of humanistic approach. For the time being, the
special needs individual needs to be treated well by society, as well as teaching simple skills
such as self care. However, in Sernau’s text he discusses the democracy and human rights; it
seems as if the two concepts go hand in hand. As mentioned earlier, democratization generally
follows with inclusion, inclusion meaning including special education into the education system.
Therefore, advancing nations bring forth greater strides gaining rights to special education.
When dealing with the department of special education specifically, industrialized
nations do offer education however, defining the word special needs is an area needing
concentration. China, as mentioned above, raises awareness and promotes that they have a
program that successfully develops morally, intellectually, physically, aesthetically, and in work
experience (Luo, 2011). As mentioned earlier, when actually looking at their definition of special
needs, it only includes the physically handicapped. That leaves cognitive disorders, such as
Autism, Fragile X syndrome, and Down syndrome unable to receive an education. So, what does
that say about a nation? It portrays a nation that is not unified, as they lack caring for all their
citizens. Instead, this nation selectively chooses who is deemed worth of receiving education. By
being able to have a global definition and criteria of special needs, this will most likely bring
inclusion of all disorders, therefore, giving every human right entitled to them. Furthermore,
there are flaws in the United State’s policies when it comes to special education; the two most
pressing, the right to deny education, and the lack of funding for special education. Bringing
public awareness and education to this matter, is the only way to drive forth this campaign for
quality education. Quality meaning education is not compromised due to a tax bracket or a
special needs disorder. As Sernau discussed the topic of poverty, in the United States, poverty
has been linked to exclusion from education. In agrarian societies it is understandable why
10. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 10
special education is nonexistent, as they generally are poverty stricken and uneducated.
However, the United States is supposed to give an equal education to all, therefore, a tax bracket
should not decide the children’s education quality, thus determining their potential at a bright
future.
Special education is a complex problem that could not be fully understood through the
scope of one discipline. This issue remains globally, and severity of the failed system varies from
nation to nation. The disciplines of political science and education thoroughly evaluate the issues
at hand by discussing the reasons behind the lack of monetary funding and how it attributes to
the quality of the education the child receives.
11. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 11
References
Booth, T. (1998). The poverty of special education. Theorising special education, 79.
Hall, T., Healey, M., & Harrison, M. (2002). Fieldwork and disabled
st udent s: discourses of ex clusion and inclusion . O xford, Engla nd :
Blackwell Publishing.
Luo, Jing. (2011). Special Education in China: Modern World. In Daily Life through History.
Retrieved September 9 2014, from http://dailylife2.abc-clio.com/
Peters, S. J. (2003). Inclusive education: Achieving education for all by including those with
disabilities and special education needs. Washington, The World Bank.
Sernau, S. (2006). Global problems: The search for equity, peace, and sustainability. Boston:
Pearson/A and B.
Stone, D.L., & Colella, A. (1996). A m odel of f act ors af f ect ing t he
t reat m ent of disabled indiv iduals in organizat ions . Briarcliff Manor, N Y :
Academy of Management
Terri Tabor Daily Herald, W. ( 2000, February 18). U-46 house gets disabled students ready for
life Post-high, school program goes above and beyond what the law requires. Daily Herald p.7
Wolffe, J. (2010, December 20). What the law requires for disabled
students. The Oak land Press,
12. PROBLEMS WITHIN THE SPECIAL EDUCATION SYSTEM 12
Final Paper Grading Rubric
Criteria
Points
Possible
Points
Earned
General
Paper adheres to APA formatting (title page, citations,references page,etc.).
Filename is correct. This rubric pasted at the end of the assignment.
10
Writing is clear with appropriate grammar, spelling, and punctuation. Headings
are appropriately labeled
10
Introduction (500 words)
Student clearly identifies a complex problem or issue. It is clear from the writing
that the problem is interdisciplinary. The student provides a clear rationale for the
use of interdisciplinary research process.Incorporates feedback from first
assignment.
20
Literature Review (750 words)
Student provides a brief background for the problem/issue. The student identifies
and discusses meaningful interdisciplinary questions that should be asked about
the problem/issue (inequality, conflict, and environment). Student identifies and
discusses at least 2 (no more than 3) disciplinary perspective for addressing the
problem/issue. The rationale for choosing those disciplinary perspectives is clear.
Incorporates feedback from first assignment.
20
Connections (750 words)
Student identifies the common ground between the disciplinary perspectives.
Student discusses howthis common ground will address the problem in a more
precise way than disciplinary research might.
20
Integrative Framework (500 words)
Based on the common ground, student discusses a new, holistic, integrative
framework for understanding the problem/issue. Utilizes global perspective
concepts learned in the course.Provides a clear understanding ofboth the
interdisciplinary research process and global perspectives in constructing the new
framework for understanding the global problem/issue
20
Total 100
Instructors Comments: