Creating a Web-Based Resource for a Population At Risk

SPECIAL EDUCATION 2

How can districts better communicate with parents and stakeholders about the mission, goals, programs, initiatives, models and approaches available to the student body?

What resources do you use or know may be available for students in your community?

One particular resource that is available for students in my community is a library called "the Wilson Library Resource Centre," that comes with computerized circulation and the Wendell Styles Memorial Gymnasium is a double gym for both student and community use. It is equipped with a sound system and a full production stage.

Typically, when someone refers to a community resource, they mean an organization that serves a particular geographical area or group of people by providing tools to help that community grow in positive ways and improve the quality of life for the people of that community. As such, community resources can be run or funded by the government, businesses, non-profit groups, or even individuals and serve the community in a variety of ways.

Reference

Retrieved from www.stonecrestga.gov

New York City Department of Education website https://www.schools.nyc.gov/

NYCDE has a program put in place to support the youths and families in the state. New York City 4–H programs involve the youth in projects.

 

This program showcases youth development where the youths partner with other organizations in facilitating the completion of projects. The youths benefit from these activities as they can build skills relevant in their career life, such as engineering and mathematics skills (Horowitz, 2016). The skills learned in these activities are beneficial to the youths in parenting; health, technology, and science that help improve their awareness of issues in getting successful outcomes.

References

Horowitz, R. (2016). Everyday Arts for Special Education Impact Evaluation.District 75, New York City Department of Education. Grantee Submission. Retrieved from https://eric.ed.gov/?id=ED573547

Karla,

I concur with the statement in your post " the primary focus should be about dropouts and bullying prevention. Besides, the mission statement for the school's special education supports what was observed from the state's special training in various ways. The mission statement indicates that there will be the provision of all students with the necessary nurturing learning experience despite their state of mind or physical state. The statement of the district school indicates that there should be classes that portray the inclusiveness of diversity in the educational systems (Waller, 2017). I appreciate your thought process within your post. Great!

References

Waller, M. (2017). A Shared Path to Success: The Promise and Challenge of Special Education in New York City. In The Business of Education (pp. 147-164).Routledge. Retrieved from https://content.taylorfrancis.com/books/e/download?dac=C2016-0-00230-2&isbn=9781315465401&doi=10.4324/9781315465418-16&format=pdf

There are programs put forward to ensure that it has improved the learning of learners with special needs. The state's mission requires that all learners with special education needs be served and provided education as other learners that do not need special training. The mission statement levels the learning experiences for both the special education learners and other learners as well.

The district school has a policy for non-discrimination for special needs students. This policy aligns with that of the state's policies that require all learners to be provisioned with learning resources and experiences as other learners do (Wang et al. 2018). The school offers support for learners through APH textbooks instructional materials for blind learners, and the school provides technical assistance to the deaf learners who have registered with NYDBC. The support is lacking the provision of parental involvement for special needs education learners.

References

Wang, J., Herman, J. L., Epstein, S., Leon, S., Haubner, J., La Torre, D., & Bozeman, V. (2018). LITERACY DESIGN COLLABORATIVE 2016–2017 EVALUATION REPORT FOR THE NEW YORK CITY DEPARTMENT OF EDUCATION. Retrieved from https://cresst.org/wp-content/uploads/R856rev.pdf