There is a propensity for academics and policy makers in Britain to use the terms integration and inclusion synonymously, possibly resulting in diverse interpretations of the inclusion principles laid out in the new National Curriculum. Much of the research available relating to conceptualisations of inclusion in physical education (PE) is from…

The K to 12 Education provided an opportunity for the advancement of gifted education in the Philippines, especially in public schools. This paper identifies different existing programs for gifted education in the country and discusses the issues and challenges experienced by teachers and administrators in implementing the curriculum for the…

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Statewide Report Card is to monitor trends among school districts and Oregon's progress toward achieving…

Montgomery Count Public School (MCPS) has experienced substantial demographic change since magnet and special academic programs began in the 1970s. MCPS is experiencing tremendous growth of approximately 2,500 students per year, with the fastest growing segment of students being Latino. Similar to many other districts that created magnet programs…

The Council was asked to review Detroit Public Schools Community District's (DPSCD's) services for students with disabilities and provide recommendations to support the teaching and learning of these students. To conduct its work, the Council assembled a team of experts who have successfully administered and operated special education programs in…

This paper evaluates the perceived impact of the National Award (NA) for Special Educational Needs (SEN) Coordination in English mainstream schools. The Award was introduced in 2009 and has been mandatory for all new Special Educational Needs Coordinators (SENCos) since its inception. The framework used for the evaluation is based on the learning…

This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…

This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…

This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…

Many school leaders today are experiencing many challenges to ensure that their schools are successful. Since the passage of No Child Left Behind Act, school leaders have been faced with making sure that all students, regardless of language and/or background, are successful on the state assessment test. If students do not make AYP Annual Yearly…

Statewide about one-third of the funds that K-12 schools receive in 2007-08 are from categorical programs designated to serve specific purposes. School agencies receive varying amounts depending on district characteristics, the programs they choose to operate, and the proportion of the state's 6.3 million students that they serve. These tables…

The purpose of this document is to establish the minimum standards for approval of programs which meet the requirements of the Standards of Accreditation adopted by the State Board of Education February 22, 1984, and have been effective since June 1, 1987. Included are guidelines, which enable school districts to: (1) Establish equitable criteria…

The article describes the various programs for gifted students in Palo Alto, California, a city with an unusually high percentage of gifted children. Programs are described at the elementary, middle school, and high school levels. (DLS)

The article presents the viewpoints of G. Ginsberg and A. Weiner in response to nine questions about gifted children. (PHR)

A study of the 4,382 children in the New Milford (Connecticut) Public School System was conducted to determine if upper respiratory conditions and other health problems were related to school performance. On the basis of this study, special education programing was not recommended for asthmatic children. (Author/MT)