By Maggie McLaughlin, Martyn Rouse
This e-book is set how certain schooling coverage and perform is being negotiated in the context of academic reform in international locations. The political weather of modern years in either Britain and the united states resulted in many adjustments alongside related traces, with a flow in the direction of putting larger strength and selection within the palms of these people with distinct academic wishes. every one bankruptcy offers an outline and comparative research of the origins and evolution of particular academic reforms within the united states and the united kingdom. the subjects explored comprise: *providing mom and dad with larger selection *decentralising selection making *making the complete curriculum on hand to all *accountability *funding the mandatory alterations.
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Extra resources for Special Education and School Reform in the United States and Britain
Gerschel, L. Rose (eds) Promoting Inclusive Practice (pp. 52–67), London: Routledge. 36 Florian and Pullin Hehir, T. and Latus, T. (eds) (1992) Special Education at the Century’s End: Evolution of Theory and Practice Since 1970, Cambridge, MA: Harvard Education Review. S. ’, Harvard Journal Of Law And Public Policy, 14,2: 483–514. R. St. J. J. (1996) The Implementation of the Code of Practice in Primary and Secondary Schools: A National Survey of Perceptions of Special Educational Needs Co-ordinators, Coventry: The University of Warwick.
Disability rights laws in the United States In addition to the provisions of the IDEA, there are two broad federal civil rights statutes that bar discrimination against persons with disabilities. The first, Section 504 of the Rehabilitation Act of 1973, provides the following protection: ‘No otherwise qualified individual with a disability…shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance’ (29 USC.
The nature of the role of the federal government in the standards-based education reform movement has evolved quickly in the past decade. In 1994, the passage of the Goals 2000: Educate America Act was designed as a voluntary programme of grants to states to achieve the national education goals. The programme encouraged the use of tests or assessments of achievement in the educational standards, with the hope that the tests would play a key role in encouraging states and local school districts to promote achievement on the education standards embedded in the test.