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Homework and the introduction of homework policy

Have you ever seem a student who likes math homework? Or maybe English? If you have, you should ask them if they would rather be with their friends or family doing something fun. I almost guarantee that all of those students will choose fun, over that homework.
I believe that there should be a homework policy. First, I think this because the restrictions promote physical activity outside of school. Next, more homework would promote cheating and copying. Last, without the policy, students would be tired and absent minded in class, allowing no progress.
One important idea is that with the homework policy, physical activity outside of school would become more common. Many kids in anywhere from preschool to 12th grade enjoy playing outside. Whether it’s playing a game on a play structure or going and playing basketball with your friends, students enjoy physical activities. With these restrictions students will be encouraged and allowed to perform these physical activities. Not only with this make the majority of the Americas children healthy it will also calm stress and worries about school work.
Another significant thought is that more homework would promote more copying and cheating. Being a student, I know that when faced with a large assignment, others and myself will bond together and “divide and conquer” the assignment. Although this gets the assignment done, and usually a passing grade, overall knowledge of the subject is little, if nonexistent. One student will have a deep understanding for one section and not have any knowledge about another.
My third and final idea is that with more homework, students will come to class tired and absent minded, making class the next day ineffective. It can be seen in many students today who don’t get enough sleep. If they don’t get to bed early enough, they are tired, and potentially falling asleep during class. With more homework, students will be up late trying to finish their assignments. Staying up late causes fatigue the next day. This would allow only a small handful of students that will actually benefit from the lesson.
The dissenting idea states that giving teachers can teach more topics more class time. This time would come from being wasted on in-class assignments that could be done for homework. Although this is a very valid argument, where do you draw the line? As more topics are being taught, doesn’t that leave the students with more homework, and all the other reasons of cheating, fatigue, and increased unhealthy students come into play?
In conclusion, I believe that there should be a homework policy because it promotes physical activity, more homework would promote cheating, and without the policy, students would be tired and fatigued going into class.

Iep For Children With Special

The Salamanca Statement indicates that the United Nations Educational Scientific and Cultural Organization mandated all governments to enroll all students in regular schools regardless of their abilities or disabilities. Inclusive education is defined by the Salamanca Framework of Action as “education in the mainstream of regular education regardless of race, linguistic ability, economic status, gender, age, ability, ethnicity, religious and sexual orientation”. The Individuals with Disabilities Act (IDEA, 2004) prescribed educational institutions to thoroughly consider the needs of students with special education needs. Each child with disability will be furnished with an Individualized Education Program (IEP).
An IEP is the educational map used for children with disabilities availing of special education services in schools. Under Public law 108-144, the IEPs are required to have the following components:
the child’s present level of performance;
measurable annual goals;
how the child’s progress toward meeting the annual goals will be measured and when periodic reports on the progress the child is making toward meeting the annual goals will be provided;
the special education (i.e., specially designed instruction) and
related services and supplementary aids and services, based on
peer-reviewed research to the extent practicable, to be provided
to the child;
program modifications or supports for school personnel that will be
provided for the child;
the extent to which the child will not participate with nondisabled
children in the regular classroom; and
individual appropriate accommodations that are necessary to
measure the academic achievement and functional performance of
the child on state and districtwide assessments
(PL 108-446, 2004)
IDEA (2004) emphasizes the accurate and objective measurement of the student’s progress
Statement of the Problem This paper aims to explore what individual education programs (IEPs) are for children with special education needs. How is the curriculum modified to suit their needs?
Summary This chapter has presented the concept of inclusion education the Individualized Educational Program as mandated by law to be provided to children with special education needs.
Literature Review Introduction and Overview Children with special education needs usually have more difficulty coping with the learning tasks in the inclusive classroom, considering they learn with more able peers. Thanks to government mandates Individuals with Disabilities Act (IDEA) and No Child Left Behind Act (NCLB) as implementation from the Salamanca Framework of Action of UNESCO that children with special education needs have same rights and privileges as typically-developing children.
Diliberto and Brewer (2012) define the IEP as the “curriculum road map for special education services developed by a team of individuals who are critical to the student’s educational success” (p. 31). This program should be based on the appropriate assessment of the student’s strengths and needs by the whole IEP team (O’Conner