Better Support For Young Children With Special Education Needs

The Government is making substantial new investment of $19.5 million over the next three years to provide more, and better support for pre-schoolers and infants with special education needs. The extra funding and support for young children with special education needs is a component of the new Special Education 2000 package. Other details of the package were released in November.

“More children will get more funding to pay for the assistance and support they need to get the best possible start to their learning.”The extra assistance for pre-school children will increase the average level of support per child by a third,” the Ministers said. The new funding increases the average amount of funding per child by 33 percent. It means that more than 12,000 children will be able to receive special education services.

The funding will provide for:

·      Specialist support for parents, whanau and early childhood educators.
·      Direct work with children to help them learn and support them at early childhood centres.

“Children will get better access to specialist and other support services whether they are at home or in an early childhood education setting “There will be increased one-on-one support for those children who need assistance so they can attend an early childhood education setting. This will help the child learn and take care of their personal needs.” The extra funding will help children with high and moderate needs. Currently funding pays for a range of services for children with disabilities, speech-language problems, behaviour and learning problems, or who are deaf or hearing or vision impaired.

The Ministers said that helping these children at the earliest time has substantial long term benefits. It vastly improves their education opportunities, and reduces their dependency on more extensive services later in life. “This is an area where we need more research.  We need to find out more about the best level and mix of services in this age group to make sure the youngsters get the most benefit.  This funding will provide the additional support and assistance while more work will be done on this
issue.” The Ministers said details of the new proposal would be sent to early childhood education and special education providers,  and other sector groups over coming weeks.

 

Phyllis Schlafly – The Policy Behind The Controversy

You’ve got to hand it to the National Education Association. The association’s press people and spin artists know how to manipulate the news. The NEA got widespread national publicity by announcing on Independence Day that it was withdrawing its controversial proposed “New B” resolution regarding “Gay, Lesbian, Bisexual, and Transgender Education.” Parents concluded they could relax in the assurance that their darlings would not be exploited with such teaching in the schools.

But not so fast. It was all smoke and mirrors. The 10,000 delegates assembled in this year’s annual convention in Los Angeles quietly adopted at least 10 separate resolutions that add up to substantially the same subject matter as the withdrawn New B. This episode began when it leaked out that the NEA planned to adopt an in-your-face resolution demanding that the gay rights agenda be incorporated into everything from school curricula to teacher hiring. For the first time, there was revolt in the ranks of the NEA’s 2.3 million teachers, and the Oklahoma affiliate publicly opposed it.

Tennessee delegates asked for a vote on New Business Item 59 that read: “The NEA shall hold its affiliates harmless, for a period of five years, for any loss of dues revenue related to loss of membership beginning with the 2001-2002 membership year if Resolution New B is passed.” These delegates explained the rationale behind this item: “A significant number of NEA affiliates experienced membership losses related to (last year’s) passage of Resolution B-9. Most of them have not recovered their losses,” and we “believe that we will experience an equal or greater loss of membership if Resolution New B is passed.”

So, the NEA leadership decided to make a public announcement that the new controversial New B would not be brought to a vote. However, NEA President Bob Chase assured the delegates that “in no way is NEA backing away from dealing with the important issues raised by the proposed Resolution. Far from backing away from these issues, this task force will expand the scope of the inquiry.” Chase’s promise was confirmed when the NEA convention went ahead and passed a dozen resolutions, mostly repeats from previous years, affirming practically every point covered in the withdrawn New B.

Resolution B-7 calls for “acceptance” of “diversity,” which is defined to include “sexual orientation.” It also calls for “observances, programs, and curricula that accurately portray and recognize the roles, contributions, cultures, and history of these diverse groups and individuals.” B-9 calls for “plans, activities, and programs” that “increase respect” and “acceptance” toward “gays, lesbians, bisexuals, transgendered people.” The resolution demands an end to “stereotyping” based on “sexual orientation.”

B-9 also calls for extending this policy to “curricula, textbooks, resource and instructional materials, activities, etc.” It demands that we “integrate” into all curricula a portrayal of the roles of “groups who have been underrepresented historically.” B-38 demands that we recognize different “family structures.” This includes recognizing “domestic partners.” B-40 and C-22 call for “comprehensive” education programs about HIV /AIDS “as an integral part of the school curriculum.” Integrating subject matter in the curriculum means concealing it so that parents cannot exempt their children from the class.

C-27 calls on the schools to “provide counseling services and programs” for “students who are struggling with their sexual/gender orientation.” D-8 calls for hiring policies and practices that “include provisions for the recruitment of a diverse teaching staff.” Nobody is fooled by this euphemism. E-5 demands that “educational materials and activities should accurately portray cultural diversity.” There’s that word “diversity” again.

F-1 puts the NEA on record in support of “affirmative action plans and procedures that encourage active recruitment and employment of men in underrepresented education categories in order to overcome past discrimination.” This resolution includes “sexual orientation” among other factors. I-10 states that the NEA is committed to the achievement of a “totally integrated society.” This includes eliminating all “barriers” based on “sexual orientation.”

I-38 redundantly demands the “elimination of discrimination” based on “sexual orientation.” I-42 deplores hate-motivated violence based on sexual orientation. Other resolutions among the dozens that were passed at the 2001 Convention in Los Angeles reaffirmed all the radical policies the NEA has endorsed in the past. They reveal the NEA’s paranoid opposition to school choice, homeschooling and parental supervision of sex education.

Many were shocked this year when the District of Columbia City Council proposed lowering the compulsory school age to age 3. We shouldn’t have been shocked: the NEA convention delegates re-adopted resolution B-1 calling for “programs in the public schools for children from birth through age eight.”

 

CHILD DEVELOPMENT CENTER EARNS NATIONAL ACCREDITATION

The Child Development Center at NASA’s Kennedy Space Center, Fla. is recognized with accreditation from the National Association for the Education of Young Children (NAEYC), the nation’s leading organization of early childhood professionals. The center provides safe, quality child care in a stimulating environment in which children can develop mentally, physically, socially and emotionally.

Child care services are available to all KSC civil service and on-site contractor employees.

“We’re proud to be accredited by the NAEYC and recognized for our commitment to reaching the highest professional standards,” said Noelle Bee, Child Development Center administrator. “NAEYC accreditation lets families in our community know that children in our program are getting the best care and early learning experiences.”

NAEYC created its accreditation program in 1985 to set professional standards for early childhood education, and to help families identify high-quality child care and early education programs. To earn NAEYC’s accreditation, a program conducts a self-study to determine how well it meets the standards. After necessary improvements are made, the program is observed by independent, professional validators and then reviewed by a national panel. Programs are accredited for a five-year period.