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[2] [3] Unlike traditional methods of admission, which are based solely on academic results, the DSA scheme recognises students for their strengths in both academic and non-academic areas. Through DSA, students can secure a school placement before taking their Primary School Leaving Examination (PSLE) or Ordinary-Level (O-Level) examination. [2]
The child's placement is typically determined by the annual assessment, based on the child's IEP, and as close in proximity to the child's home as possible. The school is required to develop and implement an IEP that meets the standards of federal and state educational agencies.
Because the law does not clearly state to what degree the least restrictive environment is, courts have had to interpret the LRE principle. In a landmark case interpreting IDEA's predecessor statute (EHA), Daniel R.R. v. State Board of Education (1989), it was determined that students with disabilities have a right to be included in both academic and extracurricular programs of general education.
All public schools in the U.S. are responsible for the costs of providing a Free Appropriate Public Education as required by federal law. Mainstreaming or inclusion in the regular education classrooms, with supplementary aids and services if needed, are now the preferred placement for all children.
The Multiethnic Placement Act, also known as MEPA (Pub. L. 103-382, Enacted October 20, 1994) was passed as a part of the Improving America's Schools Act as part of federal efforts to reduce delays in the permanent placement of children in out of home care. MEPA contains three major provisions affecting child welfare policy and practice:
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
The vision of the standards-based education reform movement [9] is that all teenagers will receive a meaningful high school diploma that serves essentially as a public guarantee that they can read, write, and do basic mathematics (typically through first-year algebra) at a level which might be useful to an employer. To avoid a surprising ...
The core element of this substantial change in the delivery of special educational services to children was the new role of the school-based Special Assistance Resource Teacher (SART) which was the focus of this world-first breakthrough in class room integration of pupils experiencing learning difficulties.