An article published in 2004 reports that "Ninety-eight percent of the nation's school districts" in the U.S. report "special education teacher shortages" (McLeskey, et al
None of the 228 indicated they had plentiful supplies and materials (Kaufhold, 2006). Why are there shortages of teachers (more specifics)? A 2007 article in The Clearing House journal updates the number of teachers freshly trained for the special education field; to wit, annually colleges and universities graduate "…nearly 22,000 special education teachers," which amounts to "about half number required to fill vacant positions" (Thornton, et al
These girls are placed in lower classes, given limited opportunities for informal math, science and technology and lack of access to role models (Rousso). The New Gender Gap Girls, in general, tend to use their left hemisphere in the early grades in speaking, reading and writing (Connell & Gunzelmann, 2004)
Loss of interest, curriculum overload, and poor teaching accounted for the lack (Johnston). Education for Girls with Special Needs in Norway The practical situation calls for promoting equity between rural and urban areas, between social classes and the genders (Dalen, 2003)
The school experienced a 68% drop in black boys' enrollment in special education (Varlas). Achievement Differences among Truant Boys and Girls Most of them have no Individual Education Plans, boys twice as many as girls at 75% against 43% (Finlay, 2005)
But gender differences, the concept of disability and children's psychosocial development and conditions for learning will still have to be better understood along with changes of view in the role of society and family (Dalen). More Available and Responsive Local Services School districts should provide these in encouraging and supporting students' talents and abilities (Gubbins, 2002)
Boys scored higher in some areas and girls in other areas (Mead). Individual Differences and Gender Equity Boys and girls are neither uniform in nature nor are their needs (Ho et al
These students also need their parents' support in the effort and school attendance (Madigan). No Innate Differences in Science and Math Careers Stanford University Mathematics Associate Professor Jo Boaler does not see innate differences between boys and girls in high school math and science (Johnston, 2005)
An understanding of the sexual dimorphism of brain development and the factors influencing them may be relevant to developmental neuro-psychiatrry. This field deals with disorders and the different ages of onset, prevalence and symptoms among boys and girls (Lenroot et al
These boys include students from different racial and ethnic backgrounds who stand at the lowest level of achievement (Rennie Center). Single-Gender v Coeducational Secondary Education Findings of a study on Latina students revealed that a single-gender education environment would be more comfortable and enhancing for them (Madigan, 2002)
S. Department of Education conducted a national sample of American students to measure their academic performance (Mead, 2006)
The Task Force recommends this approach and suggests that generalizations and stereotypical expectations be avoided to explore the true needs of each student (Task Force). Gifted and Talented Education Programs These programs emphasize the need to provide a broad range of advanced-level enrichment experiences and varied ways of responding to these experiences (Renzulli & Dai, 2010)
The incorporation of gifte3d and talented education into the general education system is seen to redefine and redirect the development of the potentials of the young (Renzulli & Dai). Behavior and Bias in Access Two-thirds of all students receiving special education in the United States are boys and gender-based behavioral differences and gender bias are behind it (Rousso, 2003)
Mental retardation was a term meaning, literally, mental slowness, and it was used to name an underlying construct or idea in which defects of the mind resulted in performance limitations characterized by mental slowness. (Schalock et al
Mental retardation was a term meaning, literally, mental slowness, and it was used to name an underlying construct or idea in which defects of the mind resulted in performance limitations characterized by mental slowness. (Schalock et al
Source: Bullard, 2004. The authors of a case study of an inclusion program in a large, nonselective urban school in Baltimore describe the design and implementation of their "Talent Development Model with Career Academies" at Patterson High School (Balfanz, Jordan, Legters & McPartland (1998)
According to Kozleski (1993), by studying inclusionary practices for students with special needs, educators can better understand its potential for supporting the fundamental educational reform initiatives that are so desperately needed by the country's public schools today. To this end, many of the inclusion studies conducted to date have shown inclusion of special needs students into the traditional classroom setting provides significant benefits for all of the students involved (Banks, 1994)
At the one extreme, the school pattern of organization caused a complete integration among different language and ethnic groups throughout the school day; at the other extreme, the researcher found there was segregation throughout all or most of the school day. Finally, and not surprisingly, the middle pattern resulted in a moderate amount of contact among different groups (Dalton et al
The provisions of these acts mandated greater parental participation in educational planning; however, while appearing to be ready to include parents, many educators found themselves confronted with a substantial amount of parental resistance to active participation. In addition, the common parental history of limited participation and the timing and format of teacher-parent meetings made these conferences logistically problematic or intimidating to many parents of special needs students (Fine & Gardner, 1994)
The main objective of a multivariate, 2-year longitudinal study conducted by Greenberg, Kusche, Nigg and Quamma (1999) was to identify the relationship between a selected subset of commonly used clinical neuropsychological measures and later behavioral adjustment in inclusive elementary school settings. The study participants were regular educational classroom students (n = 235; 49% males) selected from four public schools and one private school in a large metropolitan area (Greenberg et al