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Teachers often nurture a relationship between a student with special needs and a same-age student without a special educational need. Another common practice is the assignment of a buddy to accompany a student with special needs at all times (for example in the cafeteria, on the playground, on the bus and so on). This is used to show students ...
The sorting that occurs in the educational system parallels the hierarchical social and economic structures in society. Thus, students are viewed and treated differently according to their individual track. Each track has a designed curriculum that is meant to fit the unique educational and social needs of each sorted group. [5]
This flexibility reduces the significance of social promotion. For instance, a student might study social studies with their age group while taking math with younger students, depending on their assessed math level. In some countries, grade retention is allowed for students who have not learned the required material or who have been frequently ...
Special education (also known as special-needs education, aided education, alternative provision, exceptional student education, special ed., SDC, and SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs.
Student developmental theories are typically understood within theoretical categories of psychosocial, cognitive-structural, person-environment, typology, maturity, social identity, integrative theories, and critical theory frameworks. [5] [6] [2] Student development theories can be understood as evolving across 3 generational waves. [6]
Expressed needs are defined by the number of people who have sought help and focuses on circumstances where feelings are translated into action. A major weakness of expressed needs assumes that all people with needs seek help. Relative needs are concerned with equity and must consider differences in population and social pathology. [3]
Thus, practitioners often modify research-based interventions in order to suit the particular needs of a student or student population. Intervention and prevention research needs to address a range of questions related not only to efficacy and effectiveness, but also to feasibility given resources, acceptability, social validity, integrity, and ...
By mandating complete needs evaluations and supporting interest groups involvement, ESSA has made sure that improvement plans are constructed to fit the needs of the disadvantaged students and those from minority groups. [27] This method strengthens equity in education and state's flexibility, leaving a national impact on the educational field.