这种定性的案例研究的目的是探讨在何种程度上补充教育服务计划提供教学实践的语言艺术，小学学习障碍的学生。问题解决的程度，有经验丰富、训练有素的人员能够确保学生的个别教育计划，密切配合补充教育服务教学计划提高小学学习困难学生的学生成绩是至关重要的，挑战的管理者和学校协管员在提供服务时要有学习障碍的学生。随着被放在学生得分精通国家英语/语言艺术试验补充教育服务的百分比重要性的数量已经成为并将继续成为教育的领导者，教师的宝贵资源，困境中的管理员和家长支持学校和教师的责任在不让孩子行为2002目前的问责制度的背后。这种定性的案例研究将探讨一个弗吉尼亚学区面临的挑战时，提供补充教育服务的小学学习障碍的学生。研究问题解决SES管理人员和学校协调员面临的挑战时，提供SES服务的学生学习障碍。研究方法包括一个定性的案例研究设计，通过参与者的经验关系和模式的研究。一个定性的方法选择，以更好地了解SES管理人员和学校协调员面临的经验和看法时，提供SES服务的学生学习障碍。本研究将探讨能确保有学习障碍的学生在SES计划与他们的个别经验的人员需要紧密排列。这项研究的结果可以帮助补充教育服务和学校的合作伙伴关系，通过网络和联盟之内和之外的学校收集更广泛的知识，学习对学习障碍学生在补充教育服务程序策略设置。
澳洲食品科学作业代写:案例研究
The purpose of this qualitative case study is to investigate the extent to which supplemental education service programs deliver instructional practices in Language Arts to upper elementary students with learning disabilities. The problem addressed the extent to which having experienced and trained personnel able to ensure students' IEPs are in close alignment with supplemental education service instructional plans is essential in improving student achievement for upper elementary students with learning disabilities and the challenges managers and school coordinators have when providing services to students with learning disabilities. With a significant amount of importance being put on the percentage of students scoring proficient on state English/ Language Arts test supplemental education services has become and continues to be a valuable resource for educational leaders, teachers, administrators and parents in the plight to hold schools and teachers accountable under the No Child Left Behind Act of 2002 current accountability system. This qualitative case study will explore the challenges one Virginia school district faced when providing supplemental education services to upper elementary students with learning disabilities. The research questions addressed the challenges SES managers and school coordinators face when providing SES services to students with learning disabilities. The research methodology includes a qualitative case study design which investigates the relationships and patterns through the experiences of participants. A qualitative methodology was selected to obtain a better understanding of the experiences and perceptions SES managers and school coordinators face when providing SES services to students with learning disabilities. This study will explore the need for experienced personnel who are prepared to ensure that the students with learning disabilities SES plans are in closer alignment with their IEP. The results of this study could assist supplemental education services and schools with collaboration through networks, partnerships, and alliances within and beyond the school setting in gathering a broader extensive knowledge of learning strategies for students with learning disabilities in supplemental education services programs.
