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The New Model of American Education

In: Other Topics

Submitted By berni64
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The New Model of American Education:
Inclusion or Exclusion??

November 27, 2011
EEX5665

Bernadette Harris
University of North Florida
College of Education & Human Services
Graduate School

According to the U.S. Department of Education, the N.C.L.B. Act of 2001, came the law of public education that states “that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.” This law was instituted to increase accountability in public educators for the individualized education of every student in the public school system. In theory, it eliminates the ability to simply push students forward from grade to grade without evidence that they can perform at grade level. It brought with it the death of what we had previously come to know as “social promotion.” Quickly on the heels of N.C.L.B. came the I.D.E.A. (Individuals with Disabilities Education Act) of 2004, which affirms the guiles of N.C.L.B. while taking accountability a bit further. I.D.E.A. states that “all students (including those with disabilities) must have access to a free and appropriate public education in the least restrictive environment” (Wright, 2004). The “least restrictive environment,” as defined by legislators, has become what is now known as “inclusion education” and the birth of the “inclusion” classroom. Prior to the passing and implementation of I.D.E.A. 2004, students with disabilities were placed in self-contained Special Education classrooms, where they were taught a very modified curriculum without specific achievement goals or accountability for their learning. It seems that the “inclusion model”, if implemented as it was originally designed, can be highly effective in meeting students’

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