NCLB

The No Child Left Behind (NCLB) focuses on reading and mathematics achievement. By the year 2013-2014 all students and schools should meet 100% grade level proficiency under NCLB. To meet this goal NCLB outlines guidelines for the curriculum and classroom. Classroom instructional strategies must be scientifically-proven, research-based best practices (Bouk, 2009). The purpose of the No Child Left Behind of 2001 is to make sure every student has access to and receives a high quality education (Bouk, 2009). All students should have access to the general curriculum, highly qualified teachers, and accountability by the use of achievement testing, and scientifically-proven, research-based strategies. In 2001, the No Child Left Behind Act was implemented and it actually expanded IDEA. Together these laws provided the framework for an inclusive classroom (Cady, Conner, Stuart, and Zweifel, 2006). Special education students and regular education students are integrated into the same classroom, exposed to the general curriculum, taught by the same teachers and to the same high academic standards (Cramer, Liston, Nevin, and Thousand, 2006). Every student should have access to highly qualified teachers and appropriate assessments to ensure educational gains in all areas (Cole, 2006). Accountability, highly qualified teachers, scientifically based instruction, local flexibility, safe schools, and parent participation and choice are NCLB’s six core basic principals (C.L. Hodge and B.L. Krumm, 2009) NCLB requires all students, including students with disabilities, to be educated by teachers who are highly qualified in the core subject area. This is the reason why the implementation for inclusion is becoming increasingly important. The regular education teacher is highly qualified in the specific content area and is the teacher of record. The special education teacher must either be highly qualified in the subject area or must serve in a supportive role to the teacher who is highly qualified. The mandates of NCLB are as follows:

Achievement of students must be closely monitored so that schools can raise academic expectations and outcomes. All students must be achieving proficiency at grade level in reading and math (Bursuck and Friend, 2009).
 * Achievement**

Standardized assessments must be administered to all children attending public school in grades 3-8. Students must be tested once while in grades 10-12. Assessments must be reported in terms of proficiency levels. Assessments must evaluate higher order thinking skills. Data must be disaggregated for students with disabilities from overall student achievement scores. Subgroups must also make AYP (Bursuck and Friend, 2009).
 * Assessment**

All students must be taught core academic content by teachers who are highly qualified in the subject area. This ensures children with disabilities access to the general education curriculum. NCLB strengthens IDEA‘s least restrictive environment requirement (Bursuck and Friend, 2009).
 * Curriculum**

Teaching strategies, especially in reading and math, must be research-based and scientifically-proven (Bursuck and Friend, 2009).
 * Teaching Strategies**

The aforementioned purpose and mandates lead educators to the expected outcomes for all students and schools should meet 100% grade level proficiency under NCLB by 2013-14.

**NCLB Implementation**


 * Step One:** Schedule special education students first. This will ensure individual needs of students are met. Administrators should match the student with the teacher who can meet his/her needs.


 * Step Two**: Consider the inclusive placement first with a highly qualified general education teacher. Then make decisions about bringing all direct special education and related services to the student in the general education setting.


 * Step Three**: Team Planning will be implemented and teachers will need training on collaborative planning. Collaboration will help teachers make choices about how best to help students access the curriculum. Teachers will need to be provided support materials and curriculum. They must have professional development on teaching strategies that are evidenced-based, best practices.

References Bouk, E.C. (2009). No child left behind, the individuals with disabilities education act and functional curricula: A conflict of interest? //Education and Training in// // Development Disabilities //, 44, 3-13. Bursuck, W.D. and Friend, M. (2009) //Including students with special needs: A practical// // guide for classroom teachers. //Upper Saddle River, New Jersey: Pearson Education Inc. Cady, K., Conner, M., Stuart, S., and Zweifel, A. (2006). Multiage instruction and inclusion: A collaborative approach. //International Journal of Whole Schooling//, 3, 12-26. Cole, C. (2006). Closing the achievement gap series: Part III: What is the impact of  NCLB on the inclusion of students with disabilities? Bloomington, IN: Indiana Institute on Disability and Community. ERIC Document Reproduction Service No. ED495750) Cramer. E., Liston, A., Nevin, A., and Thousand, J. (2009). Co-teaching in urban school   districts to meet the needs of all teachers and learners: Implications for teacher   education reform. (ERIC Document Reproduction Service No. ED 491651)  Hodge, C.L. and Krumm, B. L. ( 2009). NCLB: a study of its effect on rural schools-  schools administrators rate services options for students with disabilities. //Rural//  // Special Education Quarterly //, 28, 20-27.
 * Step Four**: Students with special needs must be given support as they access the curriculum and work to meet high expectations on state-mandated tests. Students must be carefully monitored and provided differentiated instruction when needed. Teachers must diligently plan instruction that meets the needs of every student, assess students’ understanding, and plan follow up lessons that teach the standards in a way that students are able to master the curriculum.