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Education is of utmost significance in any society and is defined as the knowledge acquired through the process of learning a
FDT Task 1
Introduction
Education is of utmost significance in any society and is defined as the knowledge acquired through the process of learning and provision of training. This type of education which is mainly academic is acquired from schools as well as the surrounding world. As a result, education is an important part in the development of an individual and starts from preschool to graduate school. In the early1970s, most schools educated only 2 out of 10 individuals with disabilities (Schoenbaum, 2008). Upon the occurrence of this disparity and inequality, the best and immediate approach to deal with the issue was the enactment of specific laws that would put a stop to this practice. The product of this was the endorsement of the Individuals with Disabilities Education Act of 1975.
Components of the Act
Evaluation is a key component of the act and mostly deals with assessment of the methods of implementation and the effects of the program on individual students. In regards to IDEA procedures, evaluation of children is very important in that it determines individual children requiring special attention. The evaluation process not only deals with the evaluation of students entering the program, but also analyzes and evaluates the process of implementation, taking into consideration the effects of the program on the targeted students.
Children evaluated and found to be suffering disability are deemed qualified for the IEP (individualized education programs), which is offered in public schools for free. IEP is chiefly designed to fulfill the exceptional needs of disabled children as enshrined by IDEA. IEP integrates concepts that make disabled children’s learning process easier, it also describes the learning process and key elements which service providers and teachers must follow to make the learning process these children effective. Services of IEP are provided in a normal school environment and mostly involve use of small classes which enable teachers to concentrate on each student’s case. Concepts of IEP allow parents to be involved in the learning process of their children as well as contribute significantly in establishing plans that make their children succeed in school. Before IEP is established for a child, the learning institution is ought to have first evaluated the child’s eligibility for the program. If the child’s disability is deemed to affect his/her educational progress then he/she qualifies for the program.
IDEA requires schools and other learning institutions to provide FAPE (Free Appropriate Public Education) in an environment that is less restrictive and appropriate for students learning process. FAPE is a clause that requires the country to offer free public education to the children with disabilities. FAPE is guaranteed in the United States, all thanks to IDEA and section 504 of the Rehabilitation act of 1973. FAPE was designed to meet the individual needs of special children and give them access to the general curriculum. Its main aim is to prepare the child with disabilities for the future.
Guidelines of IDEA advocate the application of Least Restrictive Environment (LRE) concepts which allow mainstream placements of children in schools. This Inclusion allows disabled children to be educated with their peers in standard classroom without discrimination. The sixth component concentrates on analysis of an environment that is least restrictive for students to learn in, and include proposals which provide regulations for review of the entire program.
As of 1986, new components IDEA were established .The original program of 1975 had no capacity to be executed in more than 50 states for the reason that public schools were very limited. Nevertheless, the new segment, PL 99-457 (1986) made it possible for families and the government to start special education plans early and this made it possible to identify special cases at a tender age. This reauthorization established a new component known as Early Intervention Amendment, which had capacity to cater for children expected to have issues in schools. A major function of this amendment is that it limits restrictions which students face in the learning process. The amendment promotes expansion of services to children with disability from birth to the age of 5 years.
In the year 1990, section PL 101-476 entirely changed the name of the act to be Individuals with Disabilities Education Act. The 1990 reauthorization concentrates on increasing educational opportunities for disadvantaged individuals in the society. Under this act, two more grant policies were created for schools hosting minority groups. Other provisions of the PL 101-476 (1990) Amendments concentrate on increasing funds for the program, and also allow children ranging from 3-5 years with autism and other emotional problems to be considered for the program (Dewey, 2008). The amendment requires transition services for children affected to commence in not later than 16 years. The transition program required schools to create interagency responsibilities, which would allow smooth progress from school based to post-school based activities.
PL 105-17 (1997) came as an amendment to education act and made provisions that made guardians and parents to be involved in the decision making of their children education. Another provision of this law is that it transferred management of education plans from school authorities to parents of the affected child, hence giving them full control of their children educational development.
IDEA reauthorizations in 2004 changed the way educational activities are handled. Key components involve defining the name “Specific Learning Disability” to mean disorders that make an individual fail to talk, write or spell correctly. Another key component of the amendment is that it provides guidelines that resolve conflicts between parents and school authorities. The law also forbids school authorities from forcing students to obtain medication before they are evaluated. It requires teachers to be highly qualified with certification relevant to special education.
The precise procedure for student referral in relation to evaluation processes varies from one state to another. Chiefly this depends on how well they interpret the IDEA rules and regulations. The first step of IDEA evaluation process is the identification of the child suffering from disability. IDEA guidelines require school teams to convey a meeting immediately after the request is received, in order to address the request for evaluation purposes. Request for evaluation does not necessarily mean that the evaluation will be carried out.
The process involves contacting the child’s school and assessing his/her performance. Before an assessment of the child’s performance is done, a letter has to be written requesting the school psychologist or the administration, to inform you about the performance of the child. The discipline of the child is also evaluated before the final performance. In situations where the school is the source of recommendation, schools are obligated to contact the parents immediately and request for permission to conduct the evaluation process. Nevertheless, prior to proper evaluation and assessments, the affected student must undergo pre-referral interventions, which help identify the apparent behavioral or learning problems. Once this process has been conducted and results show that the student is still in need of special attention, assessment is proposed. This assessment is elucidated as the process of evaluation, that establishes which special services the child should be given and the kind of environment to be offered. The assessment process determines whether the student should learn in isolation or in a normal classroom, and provides basis for analysis. The evaluation process is performed by a multidisciplinary team, which verifies the affected student qualification for the program. The Multi disciplinary team is made up of the parent, a psychologist, a physical therapist, an occupational therapist, a speech therapist, a special educator, a vision or hearing specialist, and maybe other specialist depending on the special needs linked to the child (Garguilo, 2006).
Various assessment techniques are used and the common methods include Norm-referenced tests (NRTs), where the child’s performance is compared to that of other children. This form of standardized test measures and ranks the concepts that the student has learnt. In addition, the Criterion-referenced tests (CRTs) are used to assess the student potential, where the child performance in school is compared to a laid down set of standards. Both this tests provide a sound base for judging whether a child is regarded as a special student or not (Brennen, 1999). Unlike NRTs, CRTs establish the tasks which a child can handle and determines the kind of environment that the student should be subjected to. Moreover, CRT acts as a yardstick which educators can use to measure the affected student educational growth and development. After the evaluation process, the multidisciplinary team sits down again together with all the relevant parties and analyzes the result. This process determines whether a child is eligible for the IDEA program or not. Should the student be viewed as disabled under the IDEA rules, an Individualized Education Program (IEP) is prepared.
For a student’s IEP to be considered, he or she has to be either a very exceptional student when it comes to performing or a disabled child. The parents need to know how to access these services so that they can be effective advocates for their children. The process of creating an IEP plan is conducted within a period of no more than 30 days after the eligibility has been approved.
A student is then referred to a school that suits his or her special needs. They are moved to special schools in most cases that are best suited to meet the specific needs of the special needs. Some, however, go to the normal schools but as earlier stated, they are equipped with special tools. The administration works hand in hand with the students IEP to meet the special needs of the student (Garguilo, 2006).
In conclusion, in order for this Act to work effectively, the legislation calls for all individuals in the special education sector to adhere to the set guidelines in order to achieve the set goals and objectives. Better understanding of special education has the ability to explain the relationship between those who are disabled and those who are not improving their understanding and in the long run improve the education system that is vital for human development.
References
Brennen, A. (1999). ‘Philosophy of Education.’ Journal of Education, 12(2), 23-34.
Dewey, J. (2008). ‘Unveiling the Philosophy of Education.’ Journal of Education, 12(2), 33-39.
John, K. (2005). Special education. Oxford: Oxford University Press.
Schoenbaum, S. (2008). Organizing the U.S. Health Care Delivery System for High Performance, Chicago: Univ. of Chicago Press.
Gargiulo, R. M. (2006). Special education in a contemporary society: An introduction
to exceptionality. Belmont, CA: Wadsworth/Thomson Learning.
Hegel’s mode of dialectics with the concept of humanism and religion
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Hegel’s mode of dialectics with the concept of humanism and religion
Dialectics is a term that describes a philosophical reason system which implies a kind of conflicting mechanism between opposing sides. Dialectic or dialectic, also called dialectical method, is the basis for a discussion between two or more individuals who hold opposite opinions about a topic but want to determine the facts through logical argumentative approaches. Hegel’s dialectics refers to the particular dialectical logic used by the German philosopher of the 19th century, G.W.F. Hegel, which depends on an inconsistent mechanism between the opposite parties, as most “dialectical” approaches. (“Hegel’s Dialectics (Stanford Encyclopedia Of Philosophy)”) The ‘opposite sides’ are different meanings of the consciousness and entity, which the consciousness is mindful of or claims to recognize in the Phenomenology of the Spirit, presenting Hegel’s epistemology and the theory of awareness.
Humanism is an advancing philosophy of life that affirms our right and duty to conduct ethical lives, without theism or other surnatural convictions, of personal satisfaction and seek the common good. (Duquette) Hegel recognized his dialectical approach as part of a philosophical trend extending back to Plato. Since the premises of an assertion lead to an inconsistency, according to the rationale of the standard redutio ad absurdum argument we must infer that the premises are false—which leaves us without premises or without something. We then need to wait for the new premises randomly to emerge from somewhere else and then see if these new premises again place us in nothingness or emptiness, whether they lead, too, to a paradox. Because Hegel believed that reason inherently creates contradictions, he felt that new premises will yield more contradictions, as we can see.
G.W.F. Hegel’s interpretation of political enlightenment, given its heavy lutheranism and declarations that pure ideal fulfillment can be sought in Christianity, seems reasonable to ascribe a profound Christian influence. However, any claim to inseparability can balance Hegel’s obvious recognition of alternate faiths in the spiritual composition of civilizations and his own pluralistic interpretation of the Gospels. Hegel’s overcoming confidence in the influence of philosophy is the solution: In the theological principle of equality mastered within Christianity, philosophy is the highest calling that speculatively subordinates the understanding of Christianity. Political light as the development of freedom is inseparable from the Christianity of Hegel, an emancipatory immanence which takes precedence over any specific aspect of the Christian doctrinary beliefs.
Hegel’s history theory is basically the self-awakening of the human race by rational entities such as the state. And here “religion stands at the pinnacles of the various ways of conscious unity, this cause is God in its most concrete representation. God rule the earth: the substance of His rule, the execution of His plan, is the past of the world. Therefore, Hegel maintained that the state has its origins in faith, which means simply that religion precedes and that the state is and continues to emerge from it Duquette). It does not simply say that states use God’s terror for power. Rather, remember that for Hegel the State is an ethical whole, relating to the organic emotional entirety of the society of one people embodied in the impartial constitution of a government. When Hegel states, “the state is rooted in religion, it suggests that the state’s vitality lies inside the human people, who are themselves religious. In other words, “Equality can only occur where diversity is understood as a desirable attribute of the supreme being.
Therefore, the devotion of Hegel to Christianity is above all adherence to an ever-transforming ethic rather than to a compilation of dogmas. Ethics without individual rights is hollow, pointless in turn, without self-awareness, reflection through the nation-state.(Duquette) Christianity, therefore, is more than just consistent with liberty; it is a commitment which renounces the specific interests of the spirits—the subjective person wants a country and points it to its collective spiritual end: Ethical life is the thought, awareness and will — not the actual person and his or her interests, but the collective individuality and interests of all members in general.
References
“Hegel’s Dialectics (Stanford Encyclopedia Of Philosophy)”. Plato.Stanford.Edu, 2021, https://plato.stanford.edu/entries/hegel-dialectics/#HegeDescHisDialMeth.
Hegel, Georg Wilhelm Friedrich. Introduction to the philosophy of history: With selections from the philosophy of right. Hackett Publishing, 1988.
Duquette, David. “Georg Wilhelm Friedrich Hegel: Philosophy of History.” Philosophy, 2010.
education is harmful
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Introduction
Education has always been touted as one of the most crucial aspects that any individual can have in his entire life. This is because it is almost always tied to the quality or standard of living of an individual. It goes without saying that it has become a fundamental aspect for any child in America. In fact, it would be quite rare to come across a child who has not gone through the education system, at least in the developed world. In essence, education imparts heavily on the life of an individual, both in the present and future. However, questions have on numerous occasions been raised as to the appropriateness of the current education system. Education has always rested on two pillars; what is taught, and how it is taught. These doubts revolve around the question as to whether the existing education system has been having a desirable effect on students. Is the system molding them in a manner that would give desirable results? I would agree with John Holt that the current school system is inappropriate for children. In fact, the result of this school system is the half-baked, unmanageable and irrational students described by Judith Warner in “The Why-Worry Generation”. Judith’s article and John Holt’s “School Is Bad for Children” underline the notion that the current education system is broken and is in dire need of reforms. In my opinion, the call for reforms in the education system is desirable.
In the essay, Holt states that young students get into the educational system as a curious, determined, energetic, patient and skillful learner (Holt, 2). However, the educational system teaches the student that learning is separate from living. In addition, he is taught that he cannot be trusted to learn on his own. The educational system only aims at teaching the student the knowledge as it knows it, without considering the fundamental aspects of the child such as his likes and preferences, his previous experiences and knowledge (Holt, 3). He, therefore, learns to suppress his curiosities as the teacher is not there to clear them. This gives the child the impression that he is supposed to be a passive learner rather than an active one. This method of learning is inappropriate as it teaches the kid that he is learning simply for the sake of an impressive report card (Jones, 6). It has bred the misconception that education kicks off with the first ring or a bell and ends at graduation. This undermines the fact that knowledge education is a process that is not confined in the classroom, not to mention the fact that it should be a lifelong process (Jones, 7).
The results or products of this system of education are students who are outlined in Judith’s article. These are students who are so full of themselves that they afford to turn down certain jobs as too lowly for them, even as people in older generations worry about sustaining their jobs or even about being retrenched. They are unmanageable and cannot take criticism from anybody (Warner, 2). Their parents are overly involved in their lives thereby making them profoundly narcissistic, as well as devoid of a sense of agency (Warner, 3). She notes that the graduates believe that perfect jobs are there and that they are perfectly fit for them. Scholars opine that this emanate from the fact that the education system has always taught them that all they need is to get As in their exams, and they will be fully equipped to handle the world (Jones, 17). This creates a potential for an enormous downfall for these students as they are not fully equipped with skills that can be applied in the real world.
As much as the remedies that Holt suggests are radical, they are necessary for the reformation of the education system. He underlines the importance of eliminating the classroom environment as it is now. It is imperative that professionals from various fields interact with students so that they can impart real-life lessons pertaining to the various careers. This would impart in the students some knowledge that is applicable in real-life situations rather than book knowledge that is only applicable in theory and not in real-life. I believe that this would work for the children as it is tantamount to a progressive model of education, where the child would be an active participant in the lessons that he undertakes (Jones, 23). In this case, the child is bound to grasp more information, which would stick for longer in his brain. In addition, such a setting would arouse the curiosities of the child, thereby letting him learn through experience. Lessons learnt in this way have been shown to stick longer and amount to knowledge (Jones, 25). In addition, children should be allowed to work together. Such opportunities would impart valuable lessons in them as they would teach each other, learn from each other, as well as from each other’s mistakes (Holt, 11). He opines that children learn best from their own peers, not to mention the fact that such opportunities present a chance for them to form partnerships and socialize with other children. The key foundation of this measure is that it allows for active participation, and is not one-sided.
Works cited
Holt, John. School is bad for children. Saturday Evening Post, 1969. Retrieved 2nd October 2, 2012 from HYPERLINK “http://www.rougeforum.org/newspaper/winter2003/HoltJohn1969.htm” http://www.rougeforum.org/newspaper/winter2003/HoltJohn1969.htm
Warner, Judith. The Why-Worry Generation. The New York Times, 2010. Retrieved 2nd October 2012 from HYPERLINK “http://www.nytimes.com/2010/05/30/magazine/30fob-wwln-t.html?_r=0” http://www.nytimes.com/2010/05/30/magazine/30fob-wwln-t.html?_r=0
Jones, Ken. Beyond progressive education. New York: Macmillan, 1983. Print