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Equal Education Opportunities Act (EEOA) of 1974: History, Content, and Educational Implications
Whether a district can ensure the placement of LEP students in appropriate programs
Once a school district has identified students who need assistance, it must determine what types of assistance are warranted.
Whether all LEP students who need a special language assistance program are being provided such a program
A school district must ensure that all LEP students receive English-language development services.
Whether a district has taken steps to modify a program for LEP students when that program is not working.
If the district's alternative language services program is not successful after a reasonable time period, the district must take steps to determine the cause of the program's failure and modify it accordingly.
Whether a district ensures that LEP students are not misidentified as students with disabilities because of their inability to speak and understand English
If national-origin minority students are not proficient in speaking, reading, writing, or understanding English, testing them in English may not demonstrate their ability or achievement skills. Steps must be taken so that LEP students are not assigned to special education classes because of their lack of English language proficiency, rather than because they have a disability.
Whether a school district ensures that parents who are not proficient in English are provided with appropriate and sufficient information about all school activities
School districts have a responsibility to adequately notify national-origin minority parents of school activities that are called to the attention of other parents. Notification must be sufficient so that parents can make well-informed decisions about the participation of their children in a district's programs and services. Districts may be required to provide notification in the parents' home language.
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