Equity in Gifted Education Programs Sample Clauses

Equity in Gifted Education Programs. Over the past several decades, policies promoting selective schools and using special educational programs for gifted children have remained an area of much controversy. Scholarly directives and perspectives in the literature advocate either for excellence or for equity in gifted education policies. On one hand educators recognize gifted students’ learning needs to be different from those of other children: by equating gifted with special needs children they hold the idea that without special education services, gifted students would waste their school days in learning environments that do not meet their needs (Xxxxxxx, 1983). In contrast, such programs are also seen by some as explicit and implicit reflections of elitism, which is exclusive and accompanied with the underrepresentation issues. As a result, this dilemma has triggered policymakers and researchers’ concern on how to best determine equity in gifted education programs. Analyzing the literature on educational equity, Xxxxxxxx & Xxxxxxx (2000) highlighted four pervasive perspectives on equity. Equity and access are definitely are most essential topics in gifted education polices n (Dai, 2013; Xxxxxxxxx & Xxxxxxxx-Xxxxxxxx, 2012; Xxxxx & Xxxxxxx, 2008). The need for all children to have access to quality education, regardless of background has become increasingly prominent in national and international policy agendas (OECD, 2007; UNESCO, 2017). A second vision highlighted by Xxxxxxxx and Xxxxxxx (2000) is equality of circumstances, which is becoming prevalent due to the existence of private schools. As the authors point out, low socio-economic backgrounds and lack of student loans have created many barriers in educational opportunities. The next perspective on this issue is related to equity of participation which deals with “structures and policies that define everyday life in schools” (Xxxxx, Xxxxxx, & Xxxxxxx, 1997). Furthermore, it considers potential gender and racial barriers in the implementation of the formal and hidden curriculum within the schools. The final understanding of equity refers to the outcomes of educational provisions. To increase schools’ predisposition to equitable outcomes among diverse societal groups, it is necessary to resolve the disparities in academic achievements, reasons leading to school drop- out and how to further increase education enrolments in certain more exclusive programs. A similar classification can be found in DeVillar’s (1986) description of key compon...
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Related to Equity in Gifted Education Programs

  • EDUCATION PROGRAM Measure 1a Is the school implementing the material elements of its Educational Program as defined in the charter contract? Meets Standard: The school implemented the material elements of its Educational Program in all material respects, and, in operation, the education program reflects the essential terms as defined in the charter contract, or the school has obtained approval for a modification to the essential terms. Measure 1b Is the school complying with applicable education requirements? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to education requirements, including but not limited to: • Academic standards, including Common Core • Graduation requirements • State assessment and student testing • Implementation of mandated programming as a result of state or federal funding, including Title I and Title II funding Measure 1c Is the school protecting the rights of students with disabilities? Meets Standard: Consistent with the school’s status and responsibilities as a school within a single LEA under the State Department of Education, the school materially complies with applicable laws, rules, regulations and provisions of the charter contract (including the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment Act) relating to the treatment of students with identified disabilities and those suspected of having a disability, including but not limited to: • Equitable access and opportunity to enroll • Identification and referral • Appropriate development and implementation of Individualized Education Plans (IEPs) and Section 504 plans • Operational compliance including the academic program, assessments and all other aspects of the school’s program and responsibilities • Discipline, including due process protections, manifestation determinations and behavioral intervention plans • Access to the school’s facility and program to students in a lawful manner and consistent with students’ IEPs or Section 504 plans • Appropriate use of all available, applicable funding Measure 1d Is the school protecting the rights of English Language Learner (ELL) students? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to ELL requirements (including Title III of the Elementary and Secondary Education Act [ESEA] and U.S. Department of Education authorities), including but not limited to: • Equitable access and opportunity to enroll • Required policies related to the service of ELL students • Proper steps for identification of students in need of ELL services • Appropriate and equitable delivery of services to identified students • Appropriate accommodations on assessments • Exiting of students from ELL services • Ongoing monitoring of exited students

  • Level Three - Board of Education If the aggrieved person is not satisfied with the disposition of his grievance at Level Two, or if no decision has been rendered within ten (10) school days after the presentation of the grievance to the Superintendent, he may file the grievance in writing with the Association within five (5) school days after the decision of Level Two or ten (10) school days after the grievance was presented, whichever is sooner. Within five (5) school days after receiving the written grievance, the Association shall refer it to the Board of Education through the Business Administrator/Board Secretary.

  • Union Education If the local union indicates to the Hospital that its members have approved a special assessment for union education in accordance with the CUPE constitution and local union by laws, the Hospital agrees to deduct this assessment. Such assessment will be paid on a quarterly basis into a trust fund established and administered by OCHU/CUPE for this purpose.

  • Health Care Spending Account After six (6) months of permanent employment, full time and part time (20/40 or greater) employees may elect to participate in a Health Care Spending Account (HCSA) Program designed to qualify for tax savings under Section 125 of the Internal Revenue Code, but such savings are not guaranteed. The HCSA Program allows employees to set aside a predetermined amount of money from their pay, not to exceed the maximum amount authorized by federal law, per calendar year, of before tax dollars, for health care expenses not reimbursed by any other health benefit plans. HCSA dollars may be expended on any eligible medical expenses allowed by Internal Revenue Code Section 125. Any unused balance is forfeited and cannot be recovered by the employee.

  • Required Education (a) The Employer shall provide and fund any Employer required training/education for a Nurse.

  • Educator Plans: Developing Educator Plan A) The Developing Educator Plan is for all Educators without PTS, and, at the discretion of the Evaluator, Educators with PTS in new assignments.

  • Member Education The Contractor shall provide members with general information about the benefits packages covered under the Hoosier Healthwise program. The Contractor shall have policies and procedures in place to ensure that member education information is accurate in content, accurate in translation relevant to language, and do not defraud, mislead, or confuse the member. Member education shall include, but not necessarily limited to the items noted below:

  • Dental Care Plan The Welfare Plan will include a Dental Care Plan which will reimburse members for expenses incurred in respect of the coverages summarized in Appendix "1". The Plan will not duplicate benefits provided now or which may be provided in the future by any government program.

  • Adult Education Teachers of Adult Education shall be paid at the rate of thirty-five ($35.00) an hour. Break time will not be deducted from teachers’ pay.

  • Leave Donation Program Employees may donate paid leave to a fellow employee who is otherwise eligible to accrue and use sick leave and is employed by the same Agency. The intent of the leave donation program is to allow employees to voluntarily provide assistance to their co-workers who are in critical need of leave due to the serious illness or injury of the employee or a member of the employee’s immediate family. The definition of immediate family as provided in rule 123:1-47-01 of the Administrative Code shall apply for the leave donation program.

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