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INTRODUCTION:Though inclusion has become a common practice in the past few years, students with special educational needs SENs are frequently self contained for a majority of the day and do not receive instruction in content areas. Little emphasis has been bestowed on teaching content area information in addition to teaching functional skills. Thus, students with special needs should be taught content curriculum that is the same or similar to their non disabled peers with the necessary supports, modifications and accommodations built in. This paper will investigate the necessary components of a modified curriculum that students with SENs would learn functional skills, as well as content knowledge. STATEMENT OF PROBLEM:Throughout the globe, special education has progressed over the last twenty five years, making great strides in the inclusion of students with disabilities into the general education classroom. In order to continue this progression the curriculum must be made to meet the needs of all students that include the incorporation of content instruction with functional skills instruction for students with SENs.

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Unfortunately, the economies of scale that you are referring to will not be available. It is clearly stated that each district is on their own to fund this. They must each match what is given from state funds and then each local school district must come up with the money to put into place, hardware, software for assessments. This is now actual law in our state. Districts worked to come up with curriculum. My district paid out thousands of dollars to cover the gaps for just a short period of time. That was just a beginning. Other districts it has been millions. We will never really know the actual cost of this adoption of common core standards as there was never a cost analysis done. Brenda Hales stated at a meeting that it would not cost anymore to districts than any other year in the cycle of rotating textbooks. There was no evidence to show this was true by a cost analysis and in the same meeting two school districts spoke up and said that simply wasnt the case for their districts.

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Mistelis Secretary2007. CISG AC Opinion no. 7, Exemption of Liability for Damages Under Article 79 of the CISG 12 October 2007. Rapporteur: Professor Alejandro M. Garro, Columbia University School of Law. Opinion unanimously adopted by the CISG AC: Jan Ramberg Chair, Eric E.

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S. Commission on Civil Rights and an adjunct scholar at the American Enterprise Institute, a nonprofit public policy research group. Parents reading to their children, making sure they eat a healthy breakfast and get enough sleep all affect a child?s learning ability, experts said. ?If you have a hungry kid in the classroom they can actually test for having a disability,?said Andrea Kalvesmaki, a medical anthropologist specializing in mental health disability at the Education Policy Institute, a nonprofit educational research and public policy group. With less community support and fundraising power, schools in low income areas shouldn?t be blamed for ?flagging problems they see ?That is their only means for helping,?she said. Placing a student in special education because of poverty related challenges ?can actually help them so they can get extra services. ?The federal Individuals with Disabilities Education Act of 1990, last amended in 2004, governs special education and states a child cannot be deemed disabled if the ?determinant factor is lack of proper reading instruction, lack of math instruction or limited English fluency. ?There?s no way to tell if a school is unfairly labeling students, said Debra Gardner, communications specialist for the Maryland State Education Association, a union that lobbies for teacher and student needs. ?But it does raise a red flag when you see a trend in a specific area, school or neighborhood. ?The root problem is that poverty related disadvantages are complex and hard to correct, especially through school systems. ?The important variables here are social class and parental education,?Thernstrom said.