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ERIC Number: EJ903148
Record Type: Journal
Publication Date: 2010-Sep
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0046-9157
Bridging Curriculum Access through Differentiation, Part 1: Historical and Background Perspectives
Shaw, Angela
Exceptional Parent, v40 n9 p32-33 Sep 2010
Prior to the dawn of the nineteenth century, common schools, social and political practice have driven the direction of the nation's schools and the manner in which children access the promise of an education. The multi-age one-room schoolhouses that dotted America's prairie landscape embarked upon the quest toward education of the masses and brought fresh perspectives and information to the frontier folks. Via the pioneer children and newly published text books that melded the moral and spiritual aspects of early 19th century society with vocabulary and phonics that fit into a growing new world, farmers, mill hands, and shopkeepers molded into the fabric of an ever-evolving America. By the twentieth century, American citizens had experienced some of their most dramatic gains within the area of educational equality, through the Civil Rights Act of 1964. The premise of the 1964 Act, which came ten years after the landmark decision of the Supreme Court banning racial segregation in the public schools in the case of Brown v. The Board of Education of Topeka, Kansas, was built upon non-educational components, including segregation in housing, restaurants, and public transportation, as well as voting qualifications, but soon sparked amendments that addressed educational rights relative to race, gender, and children with disabilities. The journey toward perfecting the education of the youth is a work in progress. The climate of education continues to thrive and grow in diversity and inclusion. In this article, the author contends that it is critical that stakeholders look beyond the trendy perceptions offered up to the public and move toward a viable solution and educational partnership, in order to build a foundation of student success.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001