Alternative Education of Special Education Students and Drop Out Prevention

Advocates of programs designed to prevent or discourage students from leaving school before they graduate (usually from high school) believe that leaving school without a diploma negatively impacts the lives of individuals both personally and professionally. They also argue that it has a negative societal impact because they believe that it increases the likelihood that these individuals will require public assistance. Although special education dropout rates nationally have been on the decline, from reportedly 34.1% in 1995-1996 to 29.4 % in 1999-2000 (Bost & Riccomini, 2006), they are especially concerned by the rate at which students with disabilities leave school without acquiring a high school diploma.

Recent data regarding the dropout rate of high school students is as follows: The New Jersey special education dropout rate is approximately 11% (in 2005 10.9% and in 2006 10.5%).[citation needed]

Data on determining risk factors can serve as predicting variables for students dropping out. Moreover, high risk students in alternative schools encounter formidable challenges that can further increase their risk. Finn discusses risk factors in his 1989 work, "Withdrawing from School" (as cited by Dynarski & Gleason, 2002). He creates two theoretical models in his attempt to examine the reasons students leave school without high school diplomas. In his “frustration-self-esteem model,” poor past academic performance leads to an “impaired self-view,” and "negative emotions" caused by this eventually cause the student to leave school (Dynarski & Gleason, 2002 p. 45).

Other possible causes have been examined in various studies. Gleason and Dynarksi cited studies finding that a student’s family income, socioeconomic status, and parental level of schooling are correlated with early school withdrawal. Limited English ability, membership to a family which receives welfare, neglect, having caregivers with drug addictions, other family members dropping out of school, needing to support family, and personal safety issues may also be correlated with the act of leaving school without a diploma.

A very different variety of drop out is the student who does not face severe personal problems, but leaves school due to his or her philosophical opposition to traditional education

Modern forms

A wide variety of educational alternatives exist at the elementary, secondary, and tertiary levels of education. These generally fall into four major categories: school choice, alternative school, independent school, and home-based education. These general categories can be further broken down into more specific practices and methodologies.

School choice

The public school options include entirely separate schools in their own settings as well as classes, programs, and even semi-autonomous "schools within schools." Public school choice options are open to all students in their communities, though some have waiting lists. Among these are charter schools, combining private initiatives and state funding; and magnet schools, which attract students to particular themes, such as performing arts.

Alternative school

An alternative school is an educational establishment with a curriculum and methods that are nontraditional.

Many such schools were founded in the United States in the 1970s as an alternative to mainstream or traditional classroom structure. A wide range of philosophies and teaching methods are offered by alternative schools; some have strong political, scholarly, or philosophical orientations, while others are more ad-hoc assemblies of teachers and students dissatisfied with some aspect of mainstream or traditional education. In 2003 there were approximately 70 alternative schools in the United Kingdom. In the UK public funding is not available for alternative schools and therefore alternative schools are usually fee-paying institutions. In the USA an increasing number of public school systems are offering alternative streams (language-immersion, Montessori, Waldorf), but the majority of alternative schools are still independent and thus without governmental support. In many states of the United States alternative schools are used differently, in particular to house students who have had discipline or legal problems, and in those states alternative schools are organized to have a strong punitive aspect emphasizing discipline and providing a greatly inferior education. It is common in those states for children found to be delinquent by courts to be sentenced to alternative school as a punishment. It is also common in the United States for public school systems to operate alternative schools as a place to segregate special needs students, such as students with emotional disabilities. In such cases they are often mixed with delinquents.

Alternative education

Alternative education, also known as non-traditional education or educational alternative, includes a number of approaches to teaching and learning other than mainstream or traditional education. Educational alternatives are often rooted in various philosophies that are fundamentally different from those of mainstream or traditional education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with some aspect of mainstream or traditional education. Educational alternatives, which include charter schools, alternative schools, independent schools, and home-based learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.

Terminology

Other words used in place of alternative by many educational professionals include non-traditional, non-conventional, or non-standardized, although these terms are used somewhat less frequently and may have negative connotations and multiple meanings. Those involved in forms of education which differ in their educational philosophy (as opposed to their intended pupil base) often use words such as authentic, holistic, and progressive as well. However, these words each have different meanings which are more specific or more ambiguous than the term alternative.

Origins

While pedagogical controversy is very old, "alternative education" presupposes some kind of orthodoxy to which the alternative is opposed. In general, this limits the term to the last two or perhaps three centuries, with the rise of standardized and, later, compulsory education at the primary and secondary levels. Many critics in this period have suggested that the education of young people should be undertaken in radically different ways than ones in practice. In the 19th century, the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers, such as Maria Montessori and Rudolf Steiner (founder of the Waldorf schools); among others, all insisted that education should be understood as the art of cultivating the moral, emotional, physical, psychological, and spiritual aspects of the developing child. Anarchists such as Leo Tolstoy and Francisco Ferrer y Guardia emphasized education as a force for political liberation, secularism, and elimination of class distinctions.

More recently, social critics such as John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich have examined education from more individualist, anarchist, and libertarian perspectives, that is, critiques of the ways that they feel conventional education subverts democracy by molding young people's understandings. Other writers, from the revolutionary Paulo Freire to American educators like Herbert Kohl and Jonathan Kozol, have criticized mainstream Western education from the viewpoint of their varied left-liberal and radical politics.

Adult high school

An adult high school or adult school is a high school facility designed for adult education. It is intended for adults who have not completed high school to continue their education. Some adult high schools offer child care, special integration programs for immigrants and refugees, career counseling and other programs and services geared toward the special needs of adult students. Some adult high schools may also offer general interest programs such as computer skills or other continuing education courses.

A few cities in the United States and Canada have dedicated adult high school facilities. In most other cities, students age out of the system at 19 or 20 leaving them no other option than getting their GED. This is a problem for students who still need many classes to gain the skills they need to pass a GED test. This problem is compounded for the United States' growing foreign born population who are not familiar with the American school systems and are still learning English, especially if they come into the United States in their teens and are expected to catch up with their American peers by the time they reach the age of 19 or 20.

Adult education

Adult education is the practice of teaching and educating adults. This often happens in the workplace, through 'extension' or 'continuing education' courses at secondary schools, at a college or university. Other learning places include folk high schools, community colleges, and lifelong learning centers. The practice is also often referred to as 'Training and Development'. It has also been referred to as andragogy (to distinguish it from pedagogy). A difference is made between vocational education, mostly undertaken in workplaces and frequently related to upskilling, and non-formal adult education including learning skills or learning for personal development

Characteristics

The East Leeds Family Learning Centre in Seacroft, Leeds provides adult education as part of scheme aimed at curbing the areas high unemployment.Programs provide one to one tutoring and small group sessions for adults at the 6th grade level or below. Public libraries, nonprofit organizations and school systems administer these programs across the country. ProLiteracy Worldwide

Educating adults differs from educating children in several ways. One of the most important differences is that adults have accumulated knowledge and experience that can add to or hinder the learning experience. Another difference is that most adult education is voluntary, therefore, the participants are generally better motivated.

Adults frequently apply their knowledge in a practical fashion to learn effectively. They must have a reasonable expectation that the knowledge recently gained will help them further their goals. One example, common in the 1990s, was the proliferation of computer training courses in which adults (not children or adolescents), most of whom were office workers, could enroll. These courses would teach basic use of the operating system or specific application software. Because the abstractions governing the user's interactions with a PC were so new, many people who had been working white-collar jobs for ten years or more eventually took such training courses, either at their own whim (to gain computer skills and thus earn higher pay) or at the behest of their managers.

In the United States, a more general example is that of the high-school dropout who returns to school to complete general education requirements. Most upwardly-mobile positions require at the very least a high school diploma or equivalent. A working adult is unlikely to have the freedom to simply quit his or her job and go "back to school" full time. Public school systems and community colleges usually offer evening or weekend classes for this reason. In Europe this is often referred to as "second-chance", and many schools offer tailor-made courses and learning programs for these returning learners.

Those adults who read at the very lowest level get help from volunteer literacy programs. These national organization which provides training, tutor certification and accreditation for local volunteer programs. States often have state organizations such as Literacy Florida!Inc.which provide field services for volunteer literacy programs.

In the U.S.A., the equivalent of the high school diploma earned by an adult through these programs is to pass the General Education Development (GED) test.

Another fast-growing sector of adult education is English for Speakers of Other Languages (ESOL), also referred to as English as a Second Language (ESL) or English Language Learners (ELL). These courses are key in assisting immigrants with not only the acquisition of the English language, but the acclimation process to the culture of the United States.

Teaching

Teachers need to understand a subject enough to convey its essence to students. The goal is to establish a sound knowledge base on which students will be able to build as they are exposed to different life experiences. The passing of knowledge from generation to generation allows students to grow into useful members of society.[citation needed] Good teachers can translate information, good judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others. Studies from the US suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible.

Educational Theory

Education theory is the theory of the purpose, application and interpretation of education and learning. Its history begins with classical Greek educationalists and sophists and includes, since the 18th century, pedagogy and andragogy. In the 20th century, "theory" has become an umbrella term for a variety of scholarly approaches to teaching, assessment and education law, most of which are informed by various academic fields, which can be seen in the below sections.

Education

Education in its broadest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.

Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of youth. Teachers in specialized professions such as astrophysics, law, or zoology may teach only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, e.g., at museums and libraries, with the Internet, and in life experience.

The right to education has been described as a basic human right: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article

Qualities of a Good Teacher

Teachers play an important part in training children, teenagers and even people in their early maturity. Some qualities of a good teacher that are crucial for determining one as a good teacher are the teacher’s sound knowledge in his/her major and its related fields, certain devotion to and great love for his/her students and his/her ability to inspire the students’ passion for studying either in or out of class.

There is no doubt that knowledge is a quality/must for a good teacher. In addition to his/her professional knowledge, the teacher need to enlarge his/her general knowledge on culture, society, humanity, psychology, methodology, politics, history, etc. to provide his/her students with what they need to know, satisfy their curiosity and meet their requirements in any case.

Another quality that a good teacher should have is his/her devotion to and great love for those who call him ‘sir’ or her ‘madam’ in class. Generally speaking, the students are not mature enough to behave properly. They are sometimes really stubborn. Consequently, the teacher has to learn how to handle the students’ troubles in a gentle and affectionate manner. He/she should pay adequate attention to the students and know how to keep calm in any situation so that he/she can give the students some advice when they are in need or help them distinguish the right from the wrong.

Last but not least, a good teacher always succeeds in inspiring his/her students’ passion for studying both under his/her guidance in class and out of class by themselves. I highly appreciate this third quality of a good teacher because of its undeniable value. It is not always easy to provide his/her students with all the required knowledge in class; therefore, a good teacher can manage to make the students motivated enough to carry on their active and successful self-study at home. Obviously, teaching his/her students how to study independently, creatively and effectively is what a good teacher must do in any academic setting.

In conclusion, to be a good teacher, anyone who devotes himself/herself to the “coinage” of a succession of young generations must keep on working really hard to enlarge his/her skill and general as well as professional knowledge, to accumulate experience in how to deal with his/her students properly and to be able to inspire in the students the true love, the increasing hope and the ever-lasting enthusiasm to reach higher and higher levels of education in their life. Those are important qualities of a good teacher.

Years in schools, colleges and universities

Years in schools, colleges and universities
1. Nursery 2. Lower Kindergarten (LKG) 3. Upper Kindergarten (UKG) 4. First Grade 5. Second Grade 6. Third Grade 7. Fourth Grade 8. Fifth Grade 9. Sixth Grade 10. Seventh Grade 11. Eighth Grade 12. Ninth Grade 13. Tenth Grade 14. SLC (School Leaving Certificate) (not a class but a test) (1 year) 15. 10+2 (I.A) (two years) 16. Bachelors (three or four years) 17. Masters (two years) 18. Ph.D. (two years)

Results

Results
About three months after the completion of the SLC, the results are published by the Examination Control Board. Students are categorised into five divisions according to their score:

Distinction - above 80%
First Division - 60% to 80%
Second Division - 45% to 59%
Third Division - 33% to 44%
Failed - below 33%
Despite such a low percentage requirement to pass the examination, many students (more than 50%), mostly students of governmental schools in rural areas of Nepal, still fail it every year because of poor quality of education opportunities and facilities in the countryside. Students studying in private and boarding schools in the urban areas, however, are very unlikely to fail.

The result of the SLC is very important to an individual student, since students with high marks are able to obtain various scholarships for their higher studies.

Education in Nepal

Education in Nepal

Modern education in Nepal began with the establishment of the first school in 1853. However, this school was only for the members of the ruling families and their courtiers. Schooling for the general people began only after 1951 when a popular movement ended the autocratic Rana family regime and initiated a democratic system. In the past fifty years, there has been a dramatic expansion of educational facilities in the country. As a result, adult literacy (15+) of the country was reported to be 48.2% (female: 34.6%, male: 62.2%) in the Population Census, 2001, up from about 5% in 1952/54. Beginning from about 300 schools and two colleges with about ten thousand students in 1951, there now are 26 thousand schools (including higher secondary), 415 colleges, five universities and two academies of higher studies. Altogether 5.5 million students are enrolled in those schools and colleges who are served by more than 150 thousand teachers.

Despite such examples of success, there are problems and challenges. Educational management, quality, relevance, access are some of the critical issues of education in Nepal. Societal disparities based on gender, ethnicity, location, economic class, etc. are yet to be eliminated. Resource crunch has always been a problem in education. These problems have made the goal of education for all a challenge for the country.

The School Leaving Certificate

The School Leaving Certificate

The School Leaving Certificate (SLC) is the final examination in the secondary school system of Nepal. Every student must take this examination after completing the 10th grade of their study before they join higher secondary or intermediate level education. The SLC examination is normally scheduled in May to June of every year. It is known as the "iron barrier" in Nepal as the students who fail it cannot proceed further in their study.

Importance of Female Education

The most of the old women, who are at their sixties, are illiterate to our country Nepal. Viewing this fact, we can conclude that female-education was widely ignored by the patriarchal structure of Nepali society. However, at present, there are some positive rays of hope. Now there is a significant increase in the number of literate women. It is popularly held belief that the education for women is very essential factor in developing the nation, because slightly more than the half of our nation’s population is female. With this factor in mind, we should equally emphasize the education for the women. Only by fulfilling this precondition, both male and female can participate equally in developing the nation

The education for women is not only important for nation building, but it is also necessary for the everyday practical purposes. This is because, female are more responsible for rearing, caring, and teaching her child. Unless and until she possesses some sort of education herself, a mother cannot teach good values, culture, and education to her child. Although human growth and development and heredity, a mother’s role remains more important in shaping the behavior of a child. It is said that today’s children are the backbones of tomorrow’s nation. In fulfilling this purpose, the better women are educated, the better education they can give to their children.

Despite the clear and wider benefits of women’s education, girls do not have sufficient facility, choice, and encouragement to go to school in our society. This is because many traditional parents think that household work is the woman’s domain, and to fulfill such duties, they do not need any expertise with better education. Such people with the traditional outlook also think that expending time and money on female education is a waste. Now, it is utmost necessary that such traditional attitudes should be changed, and there must be an emphasis on the education of girls to empower them, thereby fulfilling national and practical benefits of education

Importance of Education

Importance of Education

Education is very important for our lives. Without education people wouldn’t have their high-developed machine and would believe that the Earth is a planet around that all another planets are moving. Why people want to have their high education? As for me I have my reasons why I want to get high education.


First reason everyone want to get high education is for career purpose. From the early age parents very often tell to their children that education is very important to find a good job. And this is true because if you want to be a doctor or a lower, or an engineer you must have an education. Among my friends in Nepal when I was asking them why they wanted to get their high education very often they were telling me that it is necessary to get a good job and to make a good career. I agree with them because I think that it is easier to begin my career not from nothing, but with the experience and all education that I would gain in the University.


Another reason why I want to get high education is because all members in my family have already received their high education. My father has finished the Graduation., and my brother has finished MBA. All my life I was listening from my father that it is very important to get high education. When I was trying to pass my exams for the University in Nepal my family were trying with me to pass all exams. I think that family’s support in getting education is very important. At least it was so for me.


Also I want to get my high education because I enjoy studying. All my life I thought that it is very important to be independent and I was trying to be independent since I was a child. I didn’t like to ask my parents to help me with my homework and I was sitting with my homework sometimes till late night but I did myself understand that all must be dependent from yourself and not from someone else. I loved to study and in a high school was an excellent student. All my life I have been though that I could almost everything if I would really want. When I needed to learn English to pass my exams to university and I don't have time to study I bought books and step-by-step began learning everyday as I get free time. First I thought that it would be impossible to learn language by myself, but I did it and passed all exams to the university. I learned English not just because I needed it to pass exams in the university but also because I was enjoying study.


High education is very important for me.

Why need schoolarship?

In this modern age there are lots of country which are really ahead in every aspect. Lots of people of this world has almost every kinds of facilities. They are living wonderful life. They live their life as they want. They even can think others as well. They are well educated. They thought good for all. But there are lots of people in this world who have nothing about life. They even never can eat for live. They have to work day and night but they never get minimum requirement for life. They never get chance to think about others. There are lots of problem they have. That's why they never want to think about others. They just want to live their life. We all live in one world. So if the world is same then everyone have to think about this world. We have to change people's thought. If we have to change thought then we have to try to change their education level. So there are lots of countries where lots of people are unable to go to school because of littele money. There are already 1000 of organisatins who are working in this field. So everyone can choose the way of help.

I am living kathmandu. Kathmandu is capital of Nepal. I am a teacher since 14 years. During this period I got chance to meets ltos of people. I gave education to lots of students. Although this is the most nearer place of kathmandu there are lots of people who are unable to go to school. There are lots of reason that's why they are not going to school. So we can help them. We don't need lots of amount to help one students. 2 -5 dollar for month is enough to give education for 1 students.

There are already lots of people who are involving this work. There are nearly 10 students who got schoolarship. some of them get partial schoolarship and some of them got full schoolarship. Some of them get one time schoolarship and some are continusely getting schoolarship from two years.

Education for all

Name of Donors who help to give apportunity to students

Donors----------------- Country -----------------Status
1. Kristy Van Lammeren ------- Holland-----------------continued
2. Chris Vocht -------------- Holland -----------------Continue from two years
3. Jacobine -------------------- Holland ----------------- One time
4. Julia Clay -------------- England ------------------New


Name of students who got schoolarship.
Names ----------------Class ----------------- Status
1. Dilmaya Shrestha -------------12 ------------------continued
2. Sweekriti Thapa ------------- Nurseing------------- Continue
3. Surendra Shrestha -------------12-------------
4. Krishna Tamang ------------- 12-------------
5. Sushama Shrestha ------------- 9-------------
6. Min Bahadur Tamang------------- 5------------ Discontinued
7. Suprabha Thapa Magar------------9-------------
8. Manju Tamang ------------- 9 -------------
9. Supushpa Magar------------- 9-------------



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