Functionalism, conflict, and interactionism assignment

At this time there is a large body of research that focuses on the impacts of NCLB both positive and negative. Though some mention of special education students is made in many of these studies, this paper will aim to narrow the gap that exists with regard to comprehensive information regarding NCLB. Relatively few studies have focused on the impact NCLB legislation has had on specific teaching practices and attitudes among general educators vs. the attitudes and teaching practices of special education educators. Theoretical Propositions (Hypothesis) Tested

The research proposes the following with regard to NCLB: Hypothesis 1: NCLB needs to more effectively address the needs of special education students because it does not adequately address the deficits that currently exist in teaching with regard to this population. Though NCLB was created to address the deficiencies that exist within testing scores of advantaged and disadvantaged students, the researcher believes that it fails miserable at actually addressing the deficits and mechanisms that need to be in place in order to help special education students achieve their greatest potential.

The researcher also intends to examine the extent to which the relationship of accommodations such as modification and adaptation are being addressed and complied with in the realm of teaching for both special Ed. Students and general Ed students. To realize these objectives the researcher will examine the following questions: 1) How do NCLB issues affect the arenas of teaching and preparing students? 2) How well are teachers complying with IEP’s for each student? 3) How does NCLB affect standardized testing achievement and results? ) How is special education students going to meet the Proficient standardized testing numbers required? 5) What does a successful model of inclusion look like and how might it be conducted, taught and used to meet AYP? 6) Do special education and general education departments really work cohesively as a team? 7) Has NCLB narrowed the gap that currently exists between advantaged and disadvantaged student populations? This study will not only examine the ins and outs of the Act itself, but will also examine its implications on student and teacher practices.

The researcher has a strong interest in determining the extent to which general education teachers are willing to work with special education teachers to resolve the disparities that currently exist between these two populations. The researcher believes that there might be a misconception among educators that it is the responsibility of special education teachers alone to resolve the problems and gap that currently exists between student achievement of sub group students and traditional students.

He notes that since the act has been legislated, hundreds of schools that are failing have been identified, and suggests that the reform measures proposed by the act are demanded too quickly, not allowing enough time for adequate review and success (Donlevy, 2003). He cites an editorial in the Journal News of September of 2003 which states “ some districts are so taken aback by the law’s demands for public accountability and its timetable for student progress that they are outright refusing to comply” (Donlevy, 2003, p. 335).

This analysis suggests that not only might NCLB be failing with regard to special education students, but that it might also be failing with regard to students in general. Schools may be outright defying the law because of an inability to comply with the Acts stringent standards. The implications of his work are tremendous, suggesting that ultimately NCLB will have to be modified “ in the face of growing concerns over the consequences of the act” and suggests that it is not reasonable to see hundreds of schools failing under the logistical and financial burdens the act present (Donlevy, 2003).

For schools to actually improve student performance so that all children, including special education children, meet the requirements, continuous improvement efforts are still necessary (Young, 2003). Though NCLB was supposed to focus on “ low performing subgroups of students” including special education students, those with disabilities, limited English language skills, low income and even students of racial minority backgrounds, it is not necessarily impacting them in a positive manner yet (Young, 2003, p. 24). Why is NCLB failing potentially?

Perhaps because studies suggests that entire schools must either meet the criteria or fail if subgroups do not meet the same performance standards as other groups (Young, 2003). Generally this indicates the more diverse the school district the greater difficulty a school will have meeting NCLB standards. N. A. (2003) study discusses how NCLB is affecting teaching of social studies in particular in the classroom. It suggests that while teachers are making efforts to improve the performance and achievement of students at all levels, many are still struggling.

Annotated Bibliography: Bailey, D. B. (2000). “ The federal role in early intervention: Prospects for the future. ” Topics in Early Childhood Special Education, 20, 71. Assessment of the expectations of 57 families before and after the introduction of children with disabilities into a day care center revealed both groups (with and without a child with a disability) felt that greatest benefits were derived from exposing children to the “ real” world and promoting acceptance of children with disabilities. Bainbridge, M. D. T. (2002). No child left behind: Facts and fallacies” Phi Delta Kappan, 83, 781. The achievement gap persists within American classrooms. Although teachers do make a difference in terms of what and how much students achieve, educational practitioners and policy makers would be well served to consider social inequities created by demographic realities, instructional practices that engender broad student participation and accountability measures that compare districts fairly. Donlevy, J. (2003). “ Teachers, technology and training: No child left behind failing schools and future directions. International Journal of Instructional Media, 30, 335. The No Child Left Behind Act (NCLB) inaugurated by the George Bush administration is waking up school districts across the United States with its adequate yearly progress requirements in English, math and science. Many schools have been labeled in need of improvement for failing to reach academic targets and questions are being raised about the demands of the Act and whether its lofty goals are achievable. Donlevy, J. (2002). “ Teachers, technology and training: No child left behind in search of equity for all children. International Journal of Instructional Media, 29, 257. ECS. (October 2004). “ ECS: No child left behind. ” Education Commission of the States. Retrieved from: http://nclb2. ecs. org/Projects_Centers/index. aspx? issueid= gen&IssueName= Ge neral The Education Commission of the States is a nonprofit, nationwide organization that helps state leaders shape education policy. The ECS includes organizations that issued formal and comprehensive recommendations directly related to revising No Child Left Behind ??? the latest version of the Elementary and Secondary Education Act.

Lewis, A. C. (2002). “ Washington commentary ??? the will to leave no child behind. ” Phi Delta Kappan, 83, 343. Lewis examines an American Youth Policy Forum event that focused on the Research justification for supplementing academic goals with community service and civic education. He finds there is plenty of evidence to support this integration, but that the No Child Left Behind (NCLB) Act, with its “ hell-bent” attitude of raising test scores, continues to be a barrier to further success in this area.