Balancing General and Special Education Services

Historically, special education services delivery was on a pull-out model. This means that the child was removed from the general education classroom for separate instruction. It may be the child was in a self-contained classroom (all day placement) or in a resource classroom (maximum of half-day placement).

As a result of lawsuits, most districts have shifted from pull-out to inclusion models for everything except speech and language, occupational and/or physical therapy, and specialized assistance for the hearing or visually impaired students. These remain pull-out because the instruction is individualized and intense for short lengths of time, usually 1-3 times per week for 15-30 minutes a session.

In the inclusion model, students receive the same instruction as their general education peers. Sometimes the special education teacher or assistant is in the classroom with the child to assist instruction and/or task completion. Most of the time, the student remains in the general education classroom and is expected to behavior and work as all other students.

Advantages and Disadvantages

Both models of special education services delivery will succeed and fail for different reasons. Some children need the full-day pull-out model because they cannot handle the changes and demands of a general education classroom. They may be able to handle the instructional demands, but their behaviors may be out of control and/or hazardous to them and/or others in the room. They may lack the foundations in reading, writing and/or mathematics to do any work in the general classroom; instructional content is often limited to low-level instruction and work assignments, because the available materials simplify the content.

The partial day pull-out model allows more intensive instruction in targeted subject areas where children need extra assistance or instruction. Since it is only partial day, students mingle the rest of the day with their peers. Unfortunately, their social interactions may be affected, because others often do not understand what special education services are and will tease the students who leave. The ridicule of thoughtless peers affect many who give up hope of ever being in the general education classroom.

Inclusion allows students to receive instruction, especially in upper elementary grades where children learn about science and social studies. While having the advantage of more socially-appropriate interactions among students, inclusion has some drawbacks for instruction. Many children are slower to develop than their peers. They may have language deficiencies or cognitive delays that affect their ability to understand the instruction and do their assignments. Even with adult assistance, the instruction usually is not modified in any way so they understand what they are learning. An example is that, in some states, all students must take physics or chemistry to graduate; these are not appropriate classes for children with mild to severe disabilities.

Inclusion instruction keeps going, no matter whether or not a child is ready for the next level of instruction. Many children end up doing assignments that mean nothing simply to get them out of their face so they can move on. They are not being educated but being housed for the convenience of administrators who make the decisions.

Considerations for Services Delivery

The IEP team, including parents, need to consider many factors when they design the implementation plan: time of day, content instructional periods, services providers’ schedules and availability, the child’s ability to perform in a group setting (behavior and/or mastery of prerequisite content), level of supports needed for the child to perform, medication schedules, equipment/technology availability, and so on.

In the pull-out model, it is possible for children to receive too many services. They become dependent upon the adults for structuring their world and providing motivation to complete tasks; learning becomes optional. In the inclusion model, it is possible for children to receive too little services. Their ability to understand the content and processes may be limited and there is no “going back” to prerequisite skills that were missed or incompletely mastered. Adult time, room capacity, and schedules impact instruction and work behavior. In either model, the adults’ expectations for the students may be low and limit the child’s own goals and expectations.

Finding the Right Balance

The goal for receiving special education services should be for the child to develop the skills that will enable him/her to perform in the regular classroom. Keeping a child in a special education setting too long can be just as damaging as removing them from services too early. Just because the child may be eligible does not mean it is in the child’s best interest to continue protecting the child. The child must develop an internal awareness of being able to be like others, to receive instruction and complete tasks like others do. The child must develop a work ethic and pride in accomplishment; these are attitudes and skill necessary for him/her to be a productive employee as an adult. Ensuring success is just as damaging as setting a child up for failure.

Jennifer Little, Ph.D.

All children can succeed in school. Parents can help their children by teaching the foundational skills that schools presume children have. Without the foundation for schools’ academic instruction, children needlessly struggle and/or fail. Their future becomes affected because they then believe they are less than others, not able to succeed or achieve or provide for themselves or their families. Visit [http://parentsteachkids.com] to learn how to directly help your child and [http://easyschoolsuccess.com] to learn what is needed for education reform efforts to be successful.

How To Start Your Own Virtual Supplemental Education Services (SES): After School Tutoring Program

The type of company that offers federally funded supplement education service (SES) tutoring has changed in some cases drastically from years past. In the beginning, fairly well-known companies and not for profit agencies that already offered private tutoring services offered SES tutoring services to school districts. Many parents, already familiar with the names and services these companies provided, were happy to receive free tutoring for their children. School districts were glad to get help for the children experiencing the most challenges and were excited at the prospect of increasing school achievement.

In some school districts enrollment was paltry because the districts simply did not have the personnel, experience, time or money to implement the mandated tutoring requirement in the way the federal government envisioned. The federal government then stepped in to make it clear that school districts were obligated to advertise to parents that their children were eligible for free tutoring to increase enrollment. After that time, SES exploded. The number of enrolled children increased along with the number of providers, particularly small independent providers. During the first 2 years of SES, principals, teachers and other educators watched the program in action and in some cases, eventually hired by the well-known companies to implement their programs. Those individuals began to understand that they would be very effective in conceiving and running programs because they were intimately familiar with their students and the challenges they faced with achievement.

The number of provider applications in some states has doubled every year and because of the way the No Child Left Behind Act has set up their criteria for eligibility, the number of children participating continues to rise as well. The economy also played a contributing, yet unforeseen, part in this phenomenon. With the rise in unemployment, the number of children eligible for free and reduced lunch increased thereby increasing the number of eligible children. This coupled with increased teacher layoffs, all worked to create the current state of SES. There are now hundreds of SES tutoring companies who are providing SES tutorial services to millions of children across the United States. But of the many, a few have taken some bold steps in venturing into the virtual realm. As education changes, more and more of it will be done remotely. If you’re considering starting an online/virtual supplement education service tutoring company, there are a few things you should consider prior to launching your business.

Every SES tutoring company should strive to be as effective and cost effective as possible and strategic use of technology is an excellent way to cut on marketing costs as well as operational costs. Still other SES companies have chosen to run a Virtual SES tutoring program using laptops, Webcams, Skype, Portable Headsets, Go to My PC, MiFi Hot Spots ($20 – $80) – Verizon with or with-out a contract, Virgin Mobile, and/or Clearwire (In select areas) – no contract ($35 – $60).

There are various online programs that will either support existing learning books and curriculum or are stand-alone programs, and others that use technological tools to present the material to the students. The stand-alone programs are fairly simple, you pay a license fee per child (usually $5 to $10 per child per month or $99 a year is going to be typical) for the child to have unlimited access to their program. Many programs are interactive and are tailored specifically to each child’s learning ability. Learning CD’s will typically cost you a one time fee but you would be able to use the same CD for multiple children.

This is a necessary component of any curriculum that re-quires the student to have internet access. You cannot rely on the school system to provide computers though you can certainly ask if they would allow you to use their computer lab. There are a couple of things to note here particularly when it comes to costs and the students actually being able to use a laptop. Do not buy any equipment that is incapable of handling at least your basic windows. Windows CE for example is the same type of software that you will find on mobile devices and many programs, particularly your interactive programs will re-quire more capability. Netbooks are not a good idea, they are not meant to handle most interactive online curriculum and unless you get a warranty against any damage, you are bound to run into problems with broken equipment.

It may take some time to really do your research to find cost effective laptops and those laptops may likely have to be found overseas but your time is well spent looking for Laptops rather than Netbooks.

You should know if you are running an online program that some states and/or districts do not allow online SES tutoring programs – i.e. Connecticut. Before deciding which states to target, you may want to contact the state’s education agency and consult the state website to verify that online/virtual tutoring is acceptable for supplemental education services.

Financial Education Services Review

Financial Education Services also known as FES is headquarter in Farmington Hills, MI and has approximately 200 plus employees worldwide. The majority of the services offered by FES are proprietary products developed by FES. There are as well some partnerships most notably, LifeLock the number 1 provider of identity theft protection.

The founders of this company, Mike Toloff and Parimal Naik come from a very successful background relating to the financial services industry and over the last 9 plus years have taken what was once an operation ran from a small back room in a shopping mall to a state of the art facility with representation across the country

Financial Education Services Products

Today’s market place demands products that will not only help consumers reenter the market place but as well help to educate them on important factors related to financial literacy that were never taught during formal educational years.

It is this combination of products, service and education that has helped FES to become a powerhouse in the market place today and what separates them from there competition. When you educate your customer base you have a potential for not only referral business but as well retention of existing clients.

Financial Education Services products consist of Credit Restoration, Positive Credit Building, Pre-Paid MasterCard, Wills and Trusts and the inclusive FES Protection Plan Membership that includes previous mentioned services along with DebtZero (Debt Pay-off System) and My Financial Lockbox.

Financial Education Services Business Model

The business model or distribution of these financial services is delivered through a network of independent distributors or what FES refers to as “Agents”. Agents are compensated for the sale of these products and also have the ability to build teams of agents and receive overrides and bonuses based on their team production.

The business model is a form of MLM or as more commonly referred to as Network Marketing. The unique thing about the FES model as that agent’s can opt to simply sell the products and not participate in the team building aspect of the business although to maximizes the compensation plan you will want to participate in both sales of products as well as team building.

Is Financial Education Services Right for You

Well let’s examine the facts; it is estimated that over 50 million Americans have less than a 599 credit score (Sub-Prime Credit), 90% of the population does not have a will and trust combination, the average consumer household debt is approximately 20K with no plan in place to pay it off and identity theft is the fastest growing crime in America. With that being said, it’s almost a certainty that most people know someone that can use the services that Financial Education Services provides.

The most likely candidates for the FES business opportunity are professionals in the financial services industry such as mortgage brokers and Real Estate professionals. There has also been a recent surge in interest from the insurance industry.

This opportunity just like any other home based business is great for anybody looking to enter the network marketing industry. There are no license requirements for the agents since FES is licensed and bonded in all 50 states including Puerto Rico.

The bottom line is if you’re the type of persons that needs the services offered by FES, will to sharing products that can benefit others or enjoy working from home than the Financial Education Services opportunity could be right for you.