Inclusive Classrooms Essay Example for Free

Inclusive Classrooms Essay The Success of Inclusive Classrooms Introduction Inclusive classroom is the cause of debates between families with children who have learning disabilities and those that do not have children with learning disabilities (Brehm, 2003). Inclusion can be understood as Brehm states it, Providing to all students, including those with significant disabilities, equitable opportunities to receive effective education; services, with the needed supplementary aids and support services, in age-appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society. (2003, p. 89) With the collaboration of the school and home, inclusive classrooms can be successful. Students who have learning disabilities and those who do not have learning disabilities will have the opportunity to develop in a personal fashion, social relationships, and helps students with learning disabilities become â€Å"productive†¦ as full members of society† (Brehm, 2003, p. 89). Inclusive classrooms are consistent with the law that all students should be educated in the least restrictive environment (Banerji Dailey, 1995). Results Some are opposed inclusion because they believe it will be costly for the school. One school wanted to test inclusive classrooms in their own school and to see the effects. They froze their budget so the public cannot attribute their success to an increase in expenses (Van Dyke, Stallings, Colley, 1995). Their per-pupil expenditures for students with learning  disabilities were slightly lower than neighboring schools. Since all students were included in the general education the budget was reformed (not increased) to support that. For example, the school did not have to provide separate transportation for students with special needs nor did the district have to pay private tuition for the students they could not accommodate. The school had â€Å"educational supplies† as opposed to separate supplies for the regular education classes and the special education classes (Van Dyke, et al. 1995). Another criticism is that the training needed for teachers, the workshops for school staff, and the collaboration that is needed to make inclusion successful will take a lot of extra time (Van Dyke, et al. 1995). That is true. However, the training and education teachers receive is valuable and improves their teaching to typical students and special students. The benefits that are gained by all students is worth the time (Benerji Dailey, 1995). Lastly, after a few trainings teachers learn how to run an inclusive classroom so less time is needed for workshops. If we implement the proper education for inclusion in college, teachers will begin teaching with greater skills and knowledge of how to run an inclusive classroom. Another concern is that students with learning disabilities do not necessarily do better academically in an inclusive setting compared to the special education classes. Through research it has been found that after one year of inclusive classrooms in three different districts, 54% of the students with learning disabilities learned what they were exp ected to (Zigmund, Jenkins, Fuchs, Fafard, 1995). That number was only given after one year of inclusion classroom. The success stories will keep growing if inclusion is done with the right focus and method. Classrooms are an introduction to the community that we live in. Children with disabilities need to be in regular classrooms to help them prepare for the challenges that will arise in the â€Å"real world,† (Van Dyke, et al. 1995). Segregating students puts a label on them that they are different and are therefore treated differently. But, really they are apart our community so they should be part of our schools (Van Dyke, et al. 1995). As, Van Dyke, Stallings, and Colley state, â€Å"To be truly prepared to take part in the real world as adults, children with disabilities need to be educated in language rich classrooms and to interact daily with peers who are appropriate role models† (p. 475, 1995). There are tremendous social gains for students in inclusive  e nvironments. Included students have higher peer ratings and are more accepted compared to students in the resource program (Brehm, 2003). According to the research that was done by Benjeri and Dailey (2003), students with learning disabilities improved in their self-esteem and motivation. Students also changed in their social behavior, which helped them make friends and be part of a group of friends (Benjeri Dailey, 2003). In addition, students learned to care for one another, to learn and work together. One teacher reported that while all the students were at free play, the teachers were standing around and watching them. One teacher jokingly said that the teachers were not needed anymore because the students have learned to interact and problem solve with one another without the intervention of a teacher (Benjeri Dailey, 1995). The students without disabilities also gain from inclusive classrooms. Firstly, students learned to accept all types of people no matter what they look like and value the differences of their classmates. They learned that everyone has something valuable to share. Students were less afraid of their classmates that looked or behaved differently. The students learning effected the parents too. In an ethnographic yearlong study it was found tha t students became more tolerant with others as a result of their awareness of their peers with disabilities (Staub Peck, 1994). Additionally, the study has shown that students developed positive feeling of themselves after they helped or spent time with a peer who was disabled. Their self-esteem was increased as a result of their interactions with their peers. They felt that their â€Å"helping role† with a disabled peer elevated their status in the classroom and gave them a stronger sense of belonging. The relationships between students with all different types of abilities were strong, meaningful, and long-lasting friendships (Staub Peck, 1994). We can facilitate successful inclusion in our classrooms with the right intervention, approaches, and supports. Most importantly, there must be collaboration between the school psychologist or social worker, the special education teacher, the general education teacher, the principal, and the home. Everyone has to be informed and i n agreement. When there is unity between all the parties involved in a child’s education, the child has a sense of security and can be educated in the best possible way (Van Dyke, et al., 1995). Support systems must be put in place for the teachers to turn to for advice and to help with instruction in the  classroom. The teachers should meet with a special education teacher and teacher consultant to discuss strategies for their classroom. Every classroom should have a general education teacher and a special education teacher who will be in the classroom for a part of the day and a co-teacher. Trainings and workshops should be given to educate teachers about effective inclusion and instruction (Van Dyke, et al., 1995). One up-and-coming new style of teaching is known as the Universal Design for Learning (UDL). This style of teaching meets the needs of all learners. UDL encourages teachers to create a flexible curriculum that is customized for each student. It allows students to progress from where they are and not where one imagines them to be. For an inclusive classroom, UDL is especially important because there are different learners and each child needs to learn at his o wn pace (www.udlcenter.org). The curriculum should include visual, auditory, and kinesthetic learning styles. Assistive technology such as alternative keyboards, electronic pointing devices, Sip-and-puff systems, wands and sticks, joysticks, trackballs, touch screens, should be available for any student. Assistive technology makes the classroom a friendlier place for a student who needs it. UDL offers different ways for students to express themselves and what they have learned. Students learn how to self-regulate their emotions and motivations. They don’t just learn information rather, they learn skills in how to learn and process information. They also expand their executive functioning which helps them set goals for themselves, monitor their progress, and control impulsions (www.udlcenter.org). Discussion Based on the research that was read, inclusion is an ideal way of teaching our children about the world and social relationships. The classroom is a model of a child’s community. Every child belongs to a community and so does every child deserve the chance to receive the best education in the least restrictive environment (Van Dyke, et al., 1995). Inclusive classrooms teach the skills and life lessons to all the students of all types of abilities. Students develop healthier self-esteems, learn how to interact with each other and problem solve together. Students become more accepting of others differences and learn to look out for each individuals unique traits. Inclusion removes the labels that make others different and not good enough.  It lets the classroom be a growing place for all no matter the disabilities (Van Dyke, et al., 1995). The key to Inclusion is communication. The school and the home must be involved in aspects of the child’s education . Teachers need to be trained and taught how to be effective in an inclusive classroom (Van Dyke, et al., 1995). Additionally, UDL will help the curriculum be shaped to help each child succeed in their own way (www.udlcener.org). The limitations of this paper is that it does not state what types of disabilities should be included in the classroom and at what level of functioning a student must be to be included. The paper does not discuss whether a pull out program may be needed or not and to what extent it can be used. References: Benerji, M., Dailey, R. A. (1995). A Study of the Effects of an Inclusive Model on Students with Specific Learning Disabilities. Journal of Learning Disabilities, 28(8), p511-522. doi: 10.1177/002221949502800806 Brehm, K. (2003). Lessons to Be Learned and the End of the Day. School Psychology Quarterly, 18(1), p.88-95. doi:10.1521/scpq.18.1.88.20875 http://www.udlcenter.org/ Staub, D., Peck, C. A. (1994). What Are the Outcomes for Nondisabled Students? Educaional Leadership, 6, p36-40. Retrieved from http://rdas-proxy.mercy.edu:3176/ehost/pdfviewer/pdfviewer?sid=4bf1b7b5-27eb-4c47-9b29-43509138eaff%40sessionmgr110vid=4hid=125 Van Dyke, R., Stallings, M. A., Colley, K. (1995). How to Build an Inclusive Community: A Success Story. Phi Delta Kappan, 76, p475-479. Retrieved from http://search.proquest.com/docview/218474563?accountid=12387 Zigmond, N., Jenkins, J., Fuchs, L. S., Fafard, M. (1995). Special Education in Restructured Schools: Findings from Three Multi-Year Studies. Phi Delta Kappan, 76(7), p531-540. Retrieved from http://search.proquest.com/docview/218510466?accountid=12387

Road to Valley Forge :: essays research papers

The Road to Valley Forge   Ã‚  Ã‚  Ã‚  Ã‚  The book that I choose to review was The Road to Valley Forge, How Washington Built the Army that Won the Revolutionary War, written by John Buchanan. This is a book that covers the beginning of the revolutionary war in America from the time that George Washington is selected as commander-in-chief of the army, until his army enters winter quarters at Valley Forge. It encompasses the weather conditions that Washington and his army had to endure as well as the scrutiny that Washington always seemed to be under. The scrutiny came from people in congress who believed that the war was going to be quick and wanted a large, decisive battle fought.   Ã‚  Ã‚  Ã‚  Ã‚  George Washington took control of the revolutionary army on 2 July 1775. He took over at outside of Boston, before this his experience was limited to wilderness travel and soldiering. His soldiering experiences had been mainly for his home state of Virginia. The first battle that was of significance in this book was the Battle of Long Island. At this battle Washington and the rebel army are soundly defeated by General Sir William Howe and the British army. After this battle was fought Howe did not follow-up the victory with quick action as the Americans retreated. It could be said that if Howe and the British would continued the attack this rebellion could have been put down right away. This will not be the first time that Howe fails to do this, and it will lead to him being replaced later in the war Sir Henry Clinton. Even though his army was thoroughly defeated Washington is able to get his troops off of Long Island back to Manhattan in the middle of the night, this will also not be the last time that Washington is able to get his   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 army out of harms way. The author briefly discusses the troubles at Kip’s Bay and Fort Washington.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The next subject that Buchanan goes into is Washington’s retreat through the state of New Jersey. The key part of this retreat is when Washington crosses the Potomac River he collects all boats from both shores of the river. He later uses them to cross the icy Potomac to win the very important Battle of Trenton. The importance of this battle is that raised the morale of the soldiers. After this Howe decides to go into winter quarters.

Globalizing the Cost of Capital and Capital Budgeting at AES Essay

Question 1 Explain and comment on the capital budgeting method used historically by AES. Is there a need for change? Explain. Question 2 If Venerus implements the suggested methodology, what will be the adjusted discount rate for the Red Oak project (USA) and the Lal Plr project (Pakistan)? Question 3 Calculate the effect that a revision of its cost of capital will have on the Lal Plr project’s NPV. Comment on the results. Q.1 At the AES corporation capital budgeting was historically a very simple method, that was used for all projects being examined, regardless of geographical location. This method entailed 4 rules which were: all recourse debt was deemed good, the economics of a given project were evaluated at an equity discount rate for the dividends from the project, all dividend flows were considered equally risky, and a 12% discount rate was used for all projects. This method worked flawlessly when implemented in the U.S., but when it began being applied to international projects, it was giving the company unrealistic NPV values. While some concern existed, having no alternative, they continued to use the original method. By failing to take into account increased WACC, currency risk, political risk, and sovereign risk, the company had developed projects that began failing in the early 2000’s. The mistake by the company destroyed its stock price and market capitalization, losing millions of stockholders equity in the process. The debt structure caused significant currency risk for both the parent AES and its subsidiaries. As shown in exhibit 6, debt was denominated in USD for the subsidiaries, while they were bringing in revenues in foreign currencies. The parent companies also lost cash flows when depreciation occurred since the money made by subsidiaries was worth substantially less, after devaluations of foreign currencies. One such example is the Argentinean peso, when it lost 40% of its value on its first day of trading as a float. With such enormous oversights by management, and dramatic realizations of differing risk levels across markets, it’s quite apparent AES must make a change to its capital budgeting structure, if it is to survive. Q.2 If Venerus and AES implement the suggested methodology, the projects would change drastically due to a change in WACC. To find WACC we must first calculate the leveraged betas for each the US Red Oak and Lal Plr Pakistan projects, the equation unleveled beta/1-(debt to capital) will be used. The unleveled beta can be found in exhibit 7b, and is .25 for both projects. The debt to capital ratios can be found in exhibit 7a, for the U.S. it is 39.5%, and for Pakistan it is 35.1%. By plugging the numbers into the equation a leveraged beta can be found for the U.S. it is .41, and for Pakistan it is .3852. The next step would be to find the cost of capital which is ultimately different for each country, but uses the U.S. risk free and risk premium rates, because all debt is financed in USD. The cost of capital is equal to U.S. T-bill+ leveraged beta (U.S. risk premium). For the U.S. project it is 4.5%+.41(7%) which is equal to 7.37%. For the Pakistan project it is 4.5%+.3852(7%) which is equal to 7.2%. Now the cost of debt must be found, by using the formula U.S. t-bill+ default spread. Both the U.S. and Pakistan projects have equal spreads of 3.47%, therefore both yield the same cost of debt. Plugging in the numbers you have, 4.5%+3.47% which is equal to 8.07%. This clearly does not make sense given the vast differences in the markets structure of each country, the political risk involved. To adjust for these factors the sovereign risk must be taken into account, which can be found in exhibit 7a. The sovereign risk for the U.S. is as expected 0%, but for Pakistan is a staggering 9.9%. To reevaluate the cost of capital and cost of debt the sovereign risk is added to them. This results in the U.S.’s being constant and Pakistan’s cost of capital rising to 17.1% and its cost of debt rising to 17.97%. Finally with everything else calculated it’s possible to calculate the WACC, using the formula given on page 7. It consists of leveraged beta (cost of capital) + Debt to capital (cost of debt) (1-tax rate). For the U.S. WACC= 6.48%, and for Pakistan WACC= 15.93%. (Equation with numbers shown on attached page) The final step is to again further adjust the WACC according to its risk score, found on page 9 and exhibit 7a. Using the summation of the scores multiplied by the given weights the risk score is calculated. (Shown on page 9 of the case). The U.S. risk score is assumed to be 0, since everything is in USD and the U.S. projects WACC is already accounting for the risk. The Pakistan risk premium is calculated to be 1.425, and with each point equaling 500 basis points, 1.425*500= 705bp= 7.05%. This number is directly tacked onto the existing Pakistan WACC to come out with 15.96%+7.05%= 23%, which is the final WACC calculation for the project. By taking into many more factors than previous models allowed it is clear that the WACC for both the U.S. and Pakistan projects greatly differ from the 12% standard used historically. The U.S. project suddenly looks much more favorable, while the Pakistan project is unlikely to be accepted with such a high weighted average cost of capital attached to it. Q.3 Using the cash flows given in exhibit 12 it is possible to calculate the NPV for the projects, and change the cost of capital in the Pakistan project to explore the effects. Using excel to calculate the cash flows (shown on separate sheet) at the original 12% discount rate, the 23.1% for Pakistan, and 6.45% for the U.S. it is easy to compare the differences in NPV. The original 12% discount would yield a NPV of $505.51 million, the Pakistan 23.1% discount rate would yield a $290.83 million NPV, and the 6.45% U.S. discount rate would yield a $744.08 million NPV. It is quite apparent that the Pakistan project’s NPV suffers greatly from its high WACC, coming in $214 million less than with historical model, and $453 million less than with the U.S. discount rate. With such low NPV coming from the Lal Plr project its value could be reached by the U.S. project within about 6 years. This is like saying that due to such risky factors, including political risk, it is unreasonable to assume that the project would operate longer than 6 years in Pakistan before it’s unable to continue, unable to receive any further cash flows, and unable to reclaim assets. Due to such high discounting, and implied risk, it is probably not in the company’s best interest to pursue projects in Pakistan, and to look for projects with less risk and lower WACC’s.

The Difference Between A Entrepreneur And A Manager...

Entrepreneur Is Too Ambiguous By definition, an entrepreneur is a person who organizes and operates a business, taking on greater than normal financial risk to do so. Unfortunately, this definition does not take into consideration the difference between a founder entrepreneur and a manager entrepreneur. A founder entrepreneur has more effectual reasoning skills and organizes the business in its early stages while a manager entrepreneur has more causal reasoning skills and who operates a more mature business. Most successful entrepreneurs posses both causal and effectual reason skills. However founder entrepreneurs have more well developed effectual reasoning skills while manager entrepreneurs have more well developed causal reasoning skills. Founder entrepreneurs are leaders who focus on ideas, creating value, attracting followers based on their vision, and motivating their audience. Manager entrepreneurs, in contrast, are about planning and execution, counting and measuring value, and coordinating and controlling the efforts of others. Based on the list of attributes it becomes pretty clear why manager entrepreneurs are more appropriate for start-up ventures that require unrelated financial investors. That being said, the vast majority of start-ups don t involve investments other than from the founder, his friends, and his family. These investments are made more to the person than the business idea. Therefore, in most cases, founder entrepreneurs start new business withShow MoreRelatedThe Main Difference Between Manager and Entrepreneur1675 Words   |  7 Pagesbackbone of their economy. In the wake of rising importance of entrepreneurship, various disputes over it, have increased. One such dispute is weather the entrepreneurs are born or made. 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