EDweek article
I just entered a submission to the CES Fall Forum, a Principled Stand, which deals with the continuum of services that are or aren't being provided to students with specific learning needs (ELL or students with LDs). I am hoping that addressing the school design aspect will help other students who are lacking a full continuum of services and are stuck with fully including their students into the regular education classroom without appropriate supports because of the lack of budgeting for appropriate staff and/or instructional strategies. I know the issue is big in New York. In fact the article above references the first article that I read about the issue of small schools not allowing ELL students to come to the school for the first 2 years because of budget restraints. I guess the school could build itself up first and then once it was successful and had a core number of student admitted, it could then afford to hire an inclusion teacher.
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