The Evolution of LD Policy and Future Challenges.THE EVOLUTION OF LD POLICY AND FUTURE CHALLENGES. Weintraub, F., Learning Disability Quarterly, 2005, 28(2), 97-99. The education of students with learning disabilities has been an important topic in the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. for many decades. This article explores the evolution of policy related to students with learning disabilities while discussing whether the promises of this policy have been realized. Legal cases as well as federal legislation have created standards for the education of students with disabilities. The most widely known legislation in the United States is the Education for All Handicapped Children Act The Education for All Handicapped Children Act (sometimes referred to using the acronyms EAHCA or EHA, or Public Law (PL) 94-142) was enacted by the United States Congress in 1975. , which became the modern Individuals With Disabilities Education Act  Some statements may be disputed, incorrect, , biased or otherwise objectionable. tr.v. en·ti·tled, en·ti·tling, en·ti·tles 1. To give a name or title to. 2. To furnish with a right or claim to something: to a free appropriate public education. This article highlights the challenge of analyzing the degree to which public school students with learning disabilities are receiving the education to which they are entitled. The author points to several salient statistics, including comparative dropout (1) On magnetic media, a bit that has lost its strength due to a surface defect or recording malfunction. If the bit is in an audio or video file, it might be detected by the error correction circuitry and either corrected or not, but if not, it is often not noticed by the human rates, comparative graduation rates, and discrepancies among state disability prevalence rates. While dropout and graduation rates are still very different for all students and for students with disabilities, Weintraub notes that these rates have continued to improve over the years. However, he also notes a decline in available vocational training programs. Such programs may be important, especially if some students are unable to graduate with a diploma. The No Child Left Behind (NCLB NCLB No Child Left Behind (US education initiative) ) legislation added another layer to the debate on the education of students with disabilities, bringing up questions regarding appropriate assessment. Weintraub briefly discusses the question of school accountability for disabled students' scores under NCLB, asserting that excluding the performance of students with learning disabilities devalues their achievements and worth. Finally, he cautions against the trend of "moving back to the traditional standard of sameness" (p. 99). Reviewed by Marilee Manning, doctoral student in early childhood education, University of Alabama at Birmingham UAB began in 1936 as the Birmingham Extension Center of the University of Alabama. Because of the rapid growth of the Birmingham area, it was decided that an extension program for students who had difficulties which prevented them from studying in Tuscaloosa was needed. . |
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