Today when the subject of early childhood education is discussed our thoughts go to grade school youngsters or children in kindergarten. However, the focus of early childhood education indeed considers all children from birth to the age of 5 years old. This is part of our government’s findings about the impact of good early childhood education.The Human Services and the Dept. Of Education are working in line to ensure the child care education programs across the US have a strong strategy for the education and care of our preschoolers. An announcement from the National Academy of Sciences publications says that early childhood education and care taking for our preschoolers needs to work together when meeting early requirements of children across the US. The program for preschoolers are being designed with both these components in mind for childcare education.A change will be happening as the first graders will be groomed in cognitive and social readiness when they enter the first grade of school. This move is prompted by calls to the White House to act upon some research studies done that indicate the positive impact of Head start programs and other childcare education studies. Program evaluations found early child care and education made an impression upon the cognitive skills, health and behavior status of children through graduation.The Head start programs and plans which sent nurses into homes of mothers and their infants, as well State Pre-K programs, delivered early childhood education information to parents about their physical and emotional health. Statistical evidence provided information that children safety issues improved. Reports of parents served in these programs for early childhood education were positive for the entire family unit.The same children who started out in early childhood education programs decades ago were tracked and the results show reductions in criminal behavior resulted. There are also indications that the dropout rate was decreased because issues that began for children were addressed before they ever entered the first grade. Researchers in kindergarten and preschool education discovered that those who drop out of school must be attended to before their third grade class in school.The reports of positive results in lowering dropout rates and criminal behavior came from improved behavior and better IQ’s achieved in kindergarten education programs. These reports, after the program evaluations, were the reason people called the White House for continued funding to support early childhood education for all children from birth to kindergarten.In conclusion, the program evaluations of early childhood education determined the long term results were an investment. Every dollar spent on these programs produced a return worth seven times the investment. Costs to care for the jailed dropouts arrested for criminal behavior and the indigent adults without education; they bear upon society’s purse strings to further fund welfare and prison systems. Both the people and the government are in favor of preventative efforts established by the kindergarten programs.
Educational travel can give teachers and administrators a boost in exciting many students about their academic lessons. Travel brings curriculum to life while teaching lessons that students will need throughout their lives. As a former middle school principal I found that educational travel goes hand-in-hand with offering a total educational program to young adolescents. This is even more important today as teachers and principals are facing increased pressure to prepare students to pass mandated academic tests.During my years teaching in middle school, I learned that young adolescents can gain a multitude of invaluable experiences from travel, learning both the information they will be able to apply in the classroom and skills that will help them develop personally. Unfortunately, some young people will never be able to take educational tours without involvement with their school. So, middle school educators can contribute to a young adolescent’s complete education when they include education travel in their program.Once you’ve decided to include travel in your student’s education, there are important plans and decisions that will affect the overall success of their travel experience. This article focuses on selecting the best educational venues in Washington, DC for a class or grade level trip.The best time to consider such a trip is during seventh or eighth grade when the middle school social studies curriculum focuses on U.S. history. An educational trip to Washington, DC coinciding with this year can provide substantial benefits to both the individual and the school as a whole.All student groups that visit Washington, DC should tour the White House and the US Capitol. Their educational links to the classroom are countless. It’s important to note that the popularity of these two sites coupled with the recent increase in national security now require that an appointment must be prescheduled by a Senator or State Representative.Next, I recommend visiting as many of the following as possible: Ford’s Theater and the Peterson House Arlington National Cemetery Smithsonian Museums Washington Monument Lincoln Monument Jefferson Memorial Franklin D. Roosevelt Memorial Iwo Jima Memorial Korean War Memorial Vietnam Veterans Memorial World War II MemorialAll of these sites have strong ties to the social studies curriculum and, best of all do not charge an admissions fee. Once you have decided to include them in a travel itinerary, the key is to make sure the students receive the strongest possible educational connections during the actual visit.You can easily increase the educational value of the visit by using a reputable student tour provider like Travel Adventures that specializes in educational travel to plan your trip. To begin with, their experience will help prepare an itinerary that sequences the stops so that the students are not overwhelmed with information. Their experience will also present you with strategies for planning effective group visits. I strongly recommend you ask the travel provider about adding Washington, DC guides when visiting the monuments and memorials. Their historical knowledge base will only enhance the educational experience.Another outstanding educational venue is Arlington National Cemetery. In addition to visiting the John Fitzgerald Kennedy and Challenger Astronaut Memorials, your student tour provider can schedule a wreath laying ceremony at the Tomb of the Unknowns. This ceremony adds depth to the educational value of the visit and allows those students selected for the ceremony the rare opportunity of interacting with an Army Honor Guard member.A visit to the U.S. Holocaust Museum can be extremely educational especially if the students have studied this era in American history and/or read The Diary of Anne Frank in English class. The museum is self-guided. The emotional impact of the tour, coupled with their collection of newsprint, historical video and news reporting provides an outstanding educational experience for all visitors.A student trip to Washington, DC should also include a visit to Mount Vernon – the estate of George Washington. The new Donald W. Reynolds Museum and Education Center, and a tour of the beautifully restored estate, outer buildings and the grounds have strong educational value.Finally, I recommend that student groups traveling to Washington, D.C. schedule a cultural activity. Exposing young people to the arts and culture is invaluable to the overall development of the individual. One of the most popular activities is attending a theatrical performance at one of the area dinner theaters or a performance at the Kennedy Center. The theaters schedule age appropriate productions like “Beauty and the Beast or Fiddler on the Roof” to help make this opportunity both educational and entertaining.In summary, educational travel to Washington, DC can add an important dimension to the total learning program at your school. I strongly recommend that you consider adding travel to the curriculum and visiting as many of the aforementioned venues as possible for the best educational value.
I remember 20 plus years ago when I was getting my graduate degree in Special Education and a buddy of mine getting his degree in elementary education told me that his father, a school principal, said that I probably shouldn’t waste my time getting a masters in Special Education. He said that Special Education would be eventually fading out of public education. I was almost done with my masters at this point so I figured I would have to take my chances with it, besides what other choice did I have anyways at that point?I got a Special Education job and taught for about 10 year. There were a lot of ups and downs over those 10 years, and eventually I decided that I wanted a change so I got certified and switched over to high school history. At this point in my career I remembered what my friend had said a decade ago and wondered if I was ahead of the curve on schools no longer needing special education teachers, even though it was 10 years later. I wondered if my job was now safe in my new-found home in the history department.Well, I loved teaching history, but life has its own funny ways that aren’t aligned to us and what we want, so after a decade of teaching history I personally got a first class education on budget cuts and my job was eliminated. Thankfully, I landed on my feet back in Special Education, believe it or not.It had been more than two decades since my old graduate school buddy told me that the need for special education teachers was disappearing. During the previous two decades my friend had gone from graduate school to elementary school teacher to assistant principal to principal, just like his father had done. I had gone from graduate school to special education teacher to history teacher to back to special education teacher, like nobody else that I know had done. And believe it or not there was still a bunch of special education jobs available when I landed there for a second time. As a matter of fact, there was actually plenty of jobs there because there is a shortage of special education teachers in 49 out of our 50 states. Imagine that… Two decades after I was told that Special Education was going away, and I find that they still can’t seem to get enough special education teachers.Fast-forward a few more years to today and there is a new and interesting twist affecting Special Education called full inclusion. Now inclusion isn’t a new thing to our schools. As a matter of fact inclusion has a long interesting history in our schools.Six decades ago there was the Supreme Court Case of Brown v. Board of Education. In 1954 the new law of the land became integrated schools for all races. Four decades ago the ground-breaking law of Individuals with Disabilities Education Act (IDEA) began to take effect and help ensure that more than six million students with disabilities have the right to a free and appropriate education, which means they too get to be included in with the general education population.To help this happen schools create a Planning and Placement Team (PPT) that meet and discuss a student’s Individual Education Program (IEP) and then place the student in the appropriate educational setting based on the student’s needs and the law. The placement also needs to be the least restrictive environment (LRE). I can still remember my college professor describing the least restrictive environment in a short story that one would not bring a machine gun to take care of a fly. Rather, one would just bring a fly-swatter to take care of a fly. In other words, if a kid’s disability can be dealt with in the neighborhood school, then the kid doesn’t have to be sent across town or even to another town’s special school.Today, many schools are trying to improve on this inclusion model and least restrictive environment by going from a partial to a full-inclusion model. Schools in the Los Angeles School District have moved a vast majority of their students out of their special education centers within the last three years and into neighborhood schools where they are fully integrated into elective classes like physical education, gardening and cooking. They are also integrated into regular main stream academic classes as well, but it’s usually not to the same degree as electives.Michigan schools say that want to break down the walls between general education and Special Education creating a system in which students will get more help when they need it, and that support doesn’t need to be in a separate special education classroom.Some school districts in Portland, Oregon are a little further along than the Los Angeles schools that are just bringing special education students back from special schools and Michigan schools that are just beginning to try full integration of its students and eliminating most of the special education classrooms.Being a little further along in the process Portland makes an interesting case study. Many of the parents who initially supported the idea of integrating special education students into regular education classrooms in Portland are now worried about how the Portland Public School System is doing it. Portland is aiming for full-inclusion by the year 2020. However, some of the teachers in Portland are saying, “Obviously the special education students are going to fail and they are going to act out because we are not meeting their needs… If there’s not the right support there, that’s not acceptable, not only for the child, but for the general education teacher as well.”A Portland parent said, “I would rather have my child feel successful than for them to be ‘college-ready’.” She further states, “I want my children to be good, well-rounded human beings that make the world a better place. I don’t think they necessarily need to go to college to do that. I think that children are individuals, and when we stop treating them as individuals, there’s a problem.” Sadly, many parents and teachers have left the Portland School District, and many more are fantasizing about it because they feel the full-inclusion model isn’t working there how they pictured it would.How much should schools integrate the special education students is the burning question of the hour. In my personal experience some integration is not only possible, but it’s a must. With some support many of the special education students can be in the regular education classrooms.A few years ago I even had a non-speaking paraplegic boy in a wheel chair who was on a breathing respirator sitting in my regular education social studies class. Every day his para professional and his nurse rolled him into and sat with him. He always smiled at the tales I told of Alexander the Great marching across 11,000 miles of territory and conquering much of the known world at that time. By the way, Alexander the Great also practiced his own model of inclusion by encouraging kindness to the conquered and encouraging his soldiers to marry the captured territory’s women in order to create a lasting peace.Other important factors to consider in special education inclusion is the much needed socialization and the saving of money integration offers. Kids learn from other kids and money not spent on Special Education could be spent on general education, right? Hmm…If you noticed, I said a little bit earlier that many special education students could be integrated, but I did not say all or even most should be integrated. There are just some students that are going to take away too much of the teacher’s time and attention from other students, such as, in the case of students with severe behavior problems. When we put severe behavior problems in regular education classes it’s just outright unfair to all of the other children in there. Similar cases could be made for other severe disabilities too that demand too much of the main stream teacher’s individual time and attention.Hey, I’m not saying to never try out a kid with a severe disability in a general education setting. But what I am saying is that schools need to have a better system of monitoring these placements and be able to quickly remove students that aren’t working out, and are taking precious learning time away from other students. Furthermore, schools need to do this without shaming the teacher because the teacher complained that the student wasn’t a good fit and was disrupting the educational learning process of the other students. Leaving a kid in an inappropriate placement isn’t good for any of the parties involved. Period.Over the last two decades I have worked with more special education students than I can remember as a special education teacher and a regular education teacher teaching inclusion classes. I have learned to become extremely flexible and patient and thus have had some of the toughest and most needy kids placed in my classes. I have worked miracles with these kids over the years and I know that I am not the only teacher out there doing this. There are many more out there just like me. But, what I worry about is that because teachers are so dedicated and pulling off daily miracles in the classroom, districts, community leaders, and politician may be pushing too hard for the full-inclusion model thinking that the teachers will just have to figure it out. Setting up teachers and students for failure is never a good idea.Furthermore, I hope it’s just not the money that they are trying to save while pushing this full-inclusion model forward because what we should really be trying to save is our children. As Fredrick Douglas said, “It is easier to build strong children than to repair broken men.” Regardless of how the financial educational pie is sliced, the bottom line is that the pie is just too small and our special education teachers and our special education students shouldn’t be made to pay for this.In addition, I have been a teacher for too long to not be at least a little skeptical when I hear the bosses say that the reason they are pushing for the full-inclusion model is because socialization is so important. I know it’s important. But, I also know that too many people are hanging their hats on that socialization excuse rather than education our special needs students and providing them what they really need. I have seen special education students whose abilities only let them draw pictures sitting in honors classes. There is no real socialization taking place here. It just doesn’t make sense.Well, finally coming full circle. It will be interesting to see where this full inclusion thing goes. The wise ones won’t let their special education teachers go, or get rid of their classrooms. And for the school districts that do, I imagine that it won’t take long before they realize the mistake they made and start hiring special education teachers back. To my friend and his now ex-principal father from all those years ago who thought special education was going away, well, we’re not there yet, and to tell you the truth, I don’t think we ever will be.