“ALS is expected to provide solutions in areas of conflict, critical thinking, in indigenous people communities and in areas where literacy is most wanting and where literacy is needed.”

 

Hon. Jesli Lapus, Secretary of Department of Educatin

The government’s vision for non-formal education is revitalized and epitomized through an Executive Order No. 358 S. 2004, rnaming and reinventing of the Bureau of Nonformal Education to Bureau of Alternative Learning System (BALS) whose vision is to view the Philippines as a nation where all the citizens, especially the marginalized individual or group of learners who could not equitably gain access to formal education because of unwanted conditions, be given equal access to quality education by taking an alternative learning system that will enable them to become productive workforce and members of the land. As its mandates, ALS is propelled by its functions to:

 

Address the learning needs of the marginalized groups of the population including the deprived , depressed, and underserved citizens;

Coordinate with various agencies for skills development to enhance and ensure continuing employability, efficiency, productivity, and competitiveness in the labor market;

Ensure the expansion of access to educational opportunities for citizens of different interests, capabilities demographic characteristics and socio-economic origins and status; and

Promote certification and accreditation of alternative learning programs both formal and informal in nature of basic education.

This mini case study focuses on the role of the ALS programs catered by the Lopez East District ALS coordinator and its local instructional managers to address the present needs and to delineate briefly their clienteles’ way of life in the settlement or community in Brgy. Villa Espina, Lopez, Quezon. The Aetas in Lopez, Quezon can not be overlooked for they are already adapting to the changes in their surrounding. Furthermore, being members of the disadvantage group of people, giving them the opportunity to equal access to education is a priority concern of the government being carried over by its local counterpart.

While some nongovernmental organizations also take part in aiding educational facilities and health and sanitation service, this mini-case study highlighted only the application of ALS in the promotion of literacy among the Aetas of Lopez, Quezon, describing the attitude or responses of the clienteles in Aeta community toward the realization of educational efforts starting February 2008 to the present.

 

This case study includes the initiatives and actions of the ALS coordinator and her instructional managers’ common experience with their clienteles and the attitude or behavior of the Aeta clienteles toward its programs. It also includes ethnographic account of how the usual ALS class goes on. The student-researchers were able to validate such remarks and notes in direct observations and interview they conducted at the Aeta clienteles and its immediate community.

Majority of the data used in this report were drawn from interview and observations from the school site and reports of the Lopez East District Alternative Learning System Office. On the other hand, this mini-case study had also limitations. The researchers initially recommend that another follow or related study on the subjects be conducted concerning on the cultural impact of this learning in an alternative way.

ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT AND THE AETA CLIENTELES IN BRGY. VILLA ESPINA

 

 

The Alternative Learning System Coordinator of Lopez East District who is in-charged of delivering the programs of BALS to the Aeta community is Mrs. Angelina J. Oblina. On her team are two Instructional Managers (IM) and an Aeta coordinator. The two instructional managers are the key teachers and implementers who directly get involved and supervised and promote ALS program to the Aeta Community. Mrs. Mabel A. Oblina and Wilma Capistrano are the IMs, who are paid by the local government with a monthly honorarium of P 4, 500.00 pesos each. The Aeta coordinator is Andy Villa Franco, local villager who maintains direct contact to the Aeta community clienteles in the absence of the IMs or the ALS coordinator.

 

From non-formal to ALS, it formally opened last February 2008. Through local ALS Coordinator’s initiatives of hiring local funded instructional managers and her unquestionably commitment to its program implementation, ALS instruction to the Aeta community begun. Since its target clienteles are the Aeta community, encouragement and recruitment to this displaced minority was the biggest toll at the onset.

 

Formerly, on her report, Mrs. Oblina was able to delineate some of its beginning noting the following points.

 

Tribal groups, specifically Aetas are the deprived, depressed and undeserved population. Their settlement can be found in a far-flung area. Uncivilized and illiterate, only few attended formal schooling because they do not understand the benefit that education could give to a person. On September 1, 1994, Non-Formal Education (NFE) brought the school for the Aetas, through “Magbasa Kita Project” a basic literacy program of the department. I was assigned to handle the class or community of Aeta as “para-teacher” at the same time “ate” not ma’am or teacher by the Aetas. Back then, I introduced the phono-syllabic lessons. The school was made up of nipa that existed in Villa Espina. The enrollees of these classes are of no age limit.

Dealing with Aetas as one of the NFE/ALS clienteles is not an easy task for me. So, I mobilized our local system. It is indeed very challenging on our part. We had a hard time encouraging and motivating them so that they will come to school. Convincing them to come to school even included drinking liquor with them. Furthermore, we use variety of ways and approaches to be able to win their interest. The school set-up lasted for some years yet their ways of living have not changed despite all the efforts exerted by their other mentors. Some still carried the old practices and do not even own a house where they can live permanently and comfortably.

Construction of two-room building sponsored by the ABS-CBN “Tree of Hope Program” built last year (2007) became one of the motivating factors that led the Aetas to take ALS program. ALS program formally started from February to April 2008. Fortunately, out of more or less 50 households, Fifty-four Aetas were its first batch of students. The group was divided into two separate classes. The first group consisted of young Aetas for 6 to 13 years old under the tutelage of Mrs. Wilma A. Oblina. This group is at the beginning level of instructional. The other class, under Mrs. Wilma Capistrano comprised of the teenagers to adult consisting of 13 years old to as old as forty-four. This group could be considered as emergent learners progressing from the very basic level. During this grace period, meetings were done three times a week. Instruction during those times focused mainly to basic literacy focus, which is more on reading of the alphabet (phono-syllabic lessons), writing (specifically writing their names) and clienteles’ adjustment to alternative schooling.

 

Alternative Learning System programs continued starting this beginning school year, June 2008. There was an increased enrolment. From fifty-four (54) Aetas who enrolled last February, it escalated to seventy-four (74) this June. Out of this 74, majority of which is female, 65% and male, 35%. Ten of which are parents and mostly are young ones. “However, maintaining 100% attendance is the biggest problem,” the instructional managers noted. On the average, 50-60 % of the total enrolment comes to school regularly. Consequently, the food for school program requested by the ALS District Coordinator which the Local Government Unit (LGU) addressed the problem of abseeteism among the Aetas. However sustaining the program is another concern. Meetings this time are from Monday to Friday not unlike the previous one, which is only three times.

 

The coordinator and instructional managers would recount that the usual or typical day would go like this…

 

The Aeta-clienteles would come to school in the morning. Not all students would come early. Others were still be coming from Brgy. Pisipis and other neighboring barangays. Some wore uniform others in their ragged cloths. A flag ceremony used to be held at the start of the week. Then, the Aetas did housekeeping and other pre-routinary activities. Basic alphabet to word reading, writing, and arithmetic activities were provided for three hours. We would read aloud the alphabet, minimal pair words, read short passages, and ask them to read aloud and write. Most of them get bored easily for they had different types of learning. Most of them had usually short span of attention so we had quick breaks from time to time.

 

Preparing the meal of the day was the most important for them. Since some of them had not taken breakfast or suffer the day before. After the early morning routinary activities, we would be preparing the meal of the day where everybody will be part. Food is the best reward and encouragement we could offer them. Because of food nourishment, they come to school. There was even an incident that Aeta would come very late to school just in time for lunch. After a while or a siesta, Afternoon session would be allotted to free and varied activities. Film viewing occupied the most times, because of the Television set and educational package, we have recently received from a donation all the way from Hawaii. Televiewing became a part of the afternoon session. When the day was over, we teachers could not help but be challenged different adjustments met so as our Aeta clienteles.

 

We find teaching and learning with them demanding yet very stimulating because of some reasons:

 

· Some unsanitary practices of some of the Aeta clienteles are lessened. We introduced teaching of basic sanitary hygiene. However, for customary reason few would not heed our advice for it already became their system since they were born. Consequently, we got use to some of their unsanitary practices but we always address them as much as possible teaching the parent clienteles the right ways though most of them do not care much to their children for customary reason.

· Abseetism is also common problem since the approach is new for them at the start. Looking at them from a day-to-day perspective, most of them skip school because some work in farms by harvesting young anahaw leaves or working with their specific “Amos”, and for very apparent reason, if there are times that we don’t have food or meal of the day to offer them, we would rather have an empty room than to have clienteles with empty stomachs.

· Aetas clienteles interact with the ALS program differently. Students learning style and mental capacity vary different from one another. Some learn smoothly. Others need constant review. At the beginning level, it is common to see Aeta-clienteles to misspell their names what is even the worse is that they sometimes forget their surname or they change their names.

· Few of their practices are still prevalent but mostly are dead or forgotten. One Aeta client even shares that they could no longer remember any tribal rites taught to them by the elders. Still, some of them wander and work from the community to nearby barangays. They don’t permanently stay in one place, except of course for those who have learned to fit in to the local villagers. What is quite pressing for us in relation to their ways is that an early marriage is common thing. An Aeta could already find and live with his/her partner at the age of 12. In addition, they could easily switch or change partner as the pair pleases. Another noticeable activity they often engage with is drinking. Moreover, in certain occasion, a villager could get along with most of the Aeta over bottles of liquor or any alcoholic drink and if Aetas drink alcohol, it ends to a drinking spree. This manner somehow affects their attitude to learning. An adult Aeta clientele could compromise going to school just to a bottle of liquor.

Battling these all sort of things every day, we as their teachers or “Ate” as they call us, could freely tell that we influence their lives toward the basic literacy and even more. Most of them have already accustomed to the ways of the civilized people. Emerging clienteles whom we have been teaching hard can already read and write basic Filipino words, can calculate numbers so that they well not be cheated by their “Amos” for their fair share of farm works, can practices basic sanitary hygiene from brushing of teeth to basic housekeeping, and for some who have fitted in to the latest technology can send short messaging service (SMS) via cellphone. The Aetas in Brgy. Villa Espina are becoming like civilized people because of us, other local villager’s intervention, and the influences of the latest technology-stricken world.

With the programs being offered by the District, seeing ALS greater impact for the future of the Aeta community, has a long way to go, of which the District Coordinator and the researchers unanimously agreed upon adding that a lot of concerns or priorities still must and should be acted promptly.

OTHER CONCERNS

 

“Education to be meaningful must be rooted in the community life and experience of the people; because learning takes place in this context as well as in the way they understand the stages of their cycle.”

 

BALS framework

 

To ensure the expansion of access of educational opportunities and capability building, the BALS national office has been training its ALS district coordinators starting the opening year. One seminar on ALS Trends & Updates for Full Time District ALS Coordinators impacted much the approaches of Mrs. Oblina and her team of local counterparts. Myriad of realization was absorbed by contemplating and living up with the BALS framework. It does require change from their usual approaches.

 

Meanwhile, on a division level training, the local ALS people and some of the Aeta representatives attended just recently this month (August 2008). They were exposed to training framework for the Indigenous People (IP) and Indigenous People Core Curriculum (IPCC). With the help, expertise of local indigenous people and in coordination with the National Commission on Indigenous People (NCIP) Summer Institutes of Linguistic (SIL) and other IP concerned agencies: the Bureau was able to develop an Indigenous Peoples (IP) Core Curriculum. The competencies identified by the ALS curriculum are now realized through a modular system of education that will guide the coordinator, Instructional Managers and the Aeta clienteles to mode and education the clienteles will receive.

 

Citing this remarkable interventions or realization, the following concerns and points are noted by experts for the culturally sensitive and integrative delivery of instruction to the IP, specifically the Aeta clienteles:

 

The development process not only ensured a culture-sensitive core curriculum but also maximized local participation in all aspects of decision making and actions relevant to the finalization of the IP Core Curriculum.

Expert on IPCC remarked that without necessarily emphasizing an overkill tone, the highly western-entrenched current educational system has contributed to the further marginalization and exploitation of IPs. The said system has been producing graduates who are trained to become employees and not as entrepreneurs who can become employers.

The Right-Based Approach (RBA) to education verbalizes these facts. Its strengths sustainable development and the exercise of self-determination in as much as education is supposed to be an “enabling” (for recognition and empowerment), an “ensuring” (for protection) and an “enhancing” (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity.

 

Adding the important issues mentioned, on the literature of a news article of Ina Hernando-Malipot, available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html, she stressed the study done by Dr. Jill Bevan-Brown, associate professor at Massey University in New Zealand during the 5th International Conference on Teacher Education (ICTED) marking that the children with special needs from ethnic minority groups can have additional disadvantage.

 

In her talk entitled, “Culturally Appropriate Provisions for Children with Special Needs from Ethnic Minority Groups: A Story of Two Maori Initiatives,” Dr. Brown mentioned that for children with special needs from ethnic minority groups, having access to special education provisions is not a problem. In fact, in various special education categories, they are over-represented. “However, receiving an education that is culturally-appropriate and effective is major issue.”

 

“Thus, we have developed two initiatives that aim to improve this situation – the teachers conducting a cultural self-review of their early childhood center or school as part of their SpEd qualification; and the involvement of government agencies, teachers and parents of the children,” Dr. Brown revealed.

 

Dr. Brown finally said that in gaining education, children with special needs have additional challenges compared to their non-disabled peers. “Similarly, children with special needs from ethnic minority groups face challenges their disabled peers from majority cultures do not face, these children have been dealt ‘double whammy’.”

 

The literature clearly appeals that change or innovation must be made to fit to the educational needs of the Aeta community in Brgy. Villa Espina, Lopez, Quezon. Since the ALS in this community is newly born, greater measures adaptive to their or Aeta clienteles’ culture which is being compromised should and must be acted upon not only by the ALS people, but also by the LGU, the NCIP, and most of all by people who are in control of major local resources.

IMPLEMENTATION REQUIREMENTS

 

The following questions have become starting points to ponder. Is the ALS in Villa Espina “enabling” its Aeta clienteles (for recognition and empowerment)? “Ensuring” (for protection)? And “enhancing” (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity?

 

Mrs. Oblina is hopeful that the modules on functional literacy that they have been waiting to be delivered by the national office would be received at the soonest possible time to empower the process of instruction and therefore the Aeta clienteles. The Local Government Unit through the Municipal Mayor, Hon.Isaias Ubana, has been planning an initiative that would give the Aeta community a place of home and refuge where their inherit and latent cultural ways and norms will be restored and revived. The Municipal Mayor himself has just disclosed this local initiative to the ALS coordinator. This mode of action if achieve would ensure protection. However, issues about ancestral domain surfaces. This is not the first time, municipal heads before the incumbent mayor had been appealed by the Aeta community though their local chieftain for support of their ancestral land recovery. Unfortunately, the petition for land recovery fell to deaf ears or should the researchers say “no clear response at the moment”.

 

With the trainings and supports given by the national and local government units side by side with the non-governmental sectors, the ALS Lopez East District and the researchers envision that the ALS for the Aeta community in Lopez, Quezon on its long-term target goals will continue to realize and realize those following plans of:

 

· Offering of food for school program be sustained and as time progress be replaced by a sustainable livelihood programs which the Aeta clienteles can be trained of and apparently leading to their independence from aids to self-sufficient and working individual or group of the community;

 

· Liberating the members of the Aeta community from ignorance to functionally literate people. A functionally literate person is defined as one who can communicate effectively, solve problems scientifically, creatively and think critically, use resources sustainable and be productive, develop himself/herself and his/her sense of community and expand his/her world view;

 

· Accessing to accreditation and competency tests is given to the ALS Aeta graduates. If the clientele is successful in the competency exam, going or transferring to the higher formal education if he or she desires, will be straightforward for them;

 

· Having properly paid, equipped, and trained instructional managers. Nationalization of the locally compensated IMs will empower them further to work not only as a teacher but as highly committed social workers for the betterment of the clienteles; and

 

· Educating them not only for literacy but also for restoration of their cultural ways as Indigenous People (IP) who have their cultural integrity and ancestral domains creating their own cultural identity as part and parcel of the Lopez, Quezon community and of the Filipino people.

 

To achieve all of these, which some are still in plans, need hand-in-hand actions emanating both from the government and from the Aeta community. If this will be realized, equitable access to education is now at hand to those who need and aspire for it. Apparently, tt comes from alternative ways, if non-governmental sectors even take part to this movement like the ABSCBN school building project for the Aeta, and other philanthropic individual who are all genuine in their interests, the social cultural revival and education empowerment for the Aetas will surely be accomplished.

References and Further Readings:

 

Ina Hernando-Malipot news article available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html

 

Executive Order No. 358 S. 2004 available at http://www.ops.gov.ph/records/eo_no356.htm

 

The Indigenous Peoples Core Curriculum by Department of Education, Bureau of Alternative Learning System (BALS) Handouts 2006

 

Lopez East District Alternative Learning System Initial School Reports SY 2008-2009

Acknowledgements are given to the following persons for the interviews, observation and other data gathered of which the researchers are greatly indebted with.

 

MRS. ANGELINA J. OBLINA, Lopez East District ALS Coordinator

 

MRS. MARIVEL A. OBLINA, Instructional Manager

 

MRS. WILMA S. CAPISTRANO, Instructional Manager

THIS MINI CASE STUDY, WHICH THE RESEARCHERS CONSIDERED AS LABOR OF LOVE, IS IMPLICITLY DEDICATED TO THE AETA COMMUNITY OF BRGY. VILA ESPINA, LOPEZ, QUEZON. MAY YOU FLOURISH AND BE NOURISHED BY THE ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT.

By: Reynald Cacho

About the Author:

Is life too hectic to go to university? There are options to beginning a fantastic career by choosing from many online education degrees. As the world wide web opens up wider the education factor is growing intensely. Each year more and more universities and colleges develop online programs as they join the in the internet education craze. No longer must one uproot to enjoy a solid education among any type of online education degrees. It can be easily attained through a number of internet education sources.

The variety of online education degrees is nearly as vast as the physical schools. In fact, some students who are enrolled in a traditional type school often take advantage of internet education. A class that is difficult to enroll in suddenly becomes achievable when the internet option is utilized. Online education degrees can be an excellent option to the physical universities that are hard to get accepted to. Consider enrolling in any internet education degrees in order to follow dreams without obstacles such as acceptance. Most online educators have an unlimited amount of students so being turned away rarely occurs.

A variety of online education degrees are available but not all of them are accredited. An accredited institution is among the very most imperative aspect of internet education. Doing research into the institutions offering the online teaching degrees to establish accreditation is the first step to ensuring success with online education. After all, investing many years and time devoted to any internet education degrees only to find out that the program isn’t recognized can be a devastating happening. Best to research all aspects of the online educator to avoid regrets later on.

Like any great offering, getting online teaching degrees can have a few cons. The main factor of study at home is time management. There are many distractions throughout the day and without a certain amount of discipline, a student can fall behind very quickly. Acquiring a schedule and sticking to it can be hard to stick to and a procrastinator can cause a disaster in short order. Someone who falls into this category probably wouldn’t do well in trying to achieve any online education degrees. The face-to-face interaction may be more suitable for this personality type.

Some argue that a serious con to getting internet education degrees is that there is a feeling of robotics and inhumanness. However, online chat rooms and programs have created all kinds of tight knit communities online. Isolation from a classroom setting can be lonely, however many student find the setting to be beneficial. Many students are getting online education degrees find the experience more peaceful. There is no stress of other students and allows the student to think and carefully form answers and questions while not feeling the weight of peers in a physical classroom. Discover what area best suits the prospective student and get an internet education degree with ease and comfort!

By: Troy Degarnham

About the Author:

Time has changed and over the years education is no more restricted to pen, paper, classrooms, blackboards etc. Today when time is deemed to be more crucial than money and people in even in remote corners of the world crave to acquire education and its benefits, online education has definitely come up as a desired boon.

Online education is education via the medium of Internet that can be gained synchronously or asynchronously. At present online education is far superior from the conventional mode of learning (i.e. going to universities, attending classes and so forth) in many ways. Online education is not just a means to make judicious use of time but it is also acquiring the best possible degree in academics anytime anywhere.

Though merits of online education outweigh the classroom education in many respects, its greatest drawback is its cost. Online education is significantly expensive in comparison to usual university education. This is precisely the reason that every individual cannot dream of getting an online degree.

But with a surge in enticement for online education some universities imparting it have devised several ways to financially assist the aspirants. The foremost and ideal step in this direction is education loans and giving scholarships.

Whereas loan or arranging finance for online education is concerned the foremost step is to fill up your FASFA i.e. Free Application for Federal Student Aid. The FASFA is an application published by the Department of Education. This application gives the aspirant an idea of the kind of funding he or she is eligible for. Once the application form is properly filled and sent, wait for the confirmation. Usually receiving a confirmation letter is a matter of one or two days. The confirmation letter will brief you about the kind and number of programs you meant for you. This process is quite simple and easy to follow.

After acquiring the confirmation letter, contact the Financial Aid office of the desired college/s. The financial aid officer there will explain you the various types of financial aid packages available that vary from work-study programs to government aid. He will lend you the requisite forms for different colleges. Finally it is at your discretion which college to opt for though the officer will definitely guide you in your selection.

Once the loan application is completed, it will be sent to the school for the process of verification and processing. Usually banks do not fund the students directly but via the concerned institution. The bank sends the money at the commencement of the session.

This is helpful to both the student and the institution.

Apart from loans there are scholarship programs such as the Hope Scholarship Tax Credit that offers a maximum 100% on the first $1000 and 50% on the second $1000 spent for educational purposes. Similarly the Lifetime Learning Tax Credit, the Higher Education Tuition and Fees Deduction are other means to save money on your online educational expenses.

By: Mansi Gupta

About the Author:

If you are in a career that is limiting because of the educational qualifications you have, you can make a change by taking up a distance education program. An online education program affords you the opportunity to further your educational status and increase your chances for a promotion at your job place.

Some online college courses are bogus and your inability to know the fake from the good ones can land you in hot water. Be careful not to trust any online distance education offer that looks too good to be true. Online education programs that offer you an education in the shortest amount of time should also not be trusted.

If you want to avoid fraud in your search for online college courses, it is not enough if it has an email address. You should make it sure that any online college that you have applied to has a physical address and a phone number that works. Bear in mind that a post office address is not an indication that an online college is reputable.

Distance education is also largely referred to as distance learning or online education. It is a field of education focusing on teaching and leaning, using Internet technology, and instructional systems. For the most part it focuses on adults, but more and more the younger generation is being involved in the design that aims to provide education to students who are not physically “on site” at the college grounds.

All over the world, notwithstanding the fact that it is considered obsolete in some several circles, many institutions still use radio broadcasts in distance education. In India for example, the FM Channel is still very popular and utilized by universities to broadcast educational programs. One cannot argue against its effectiveness in this wise because India remains one of the world’s leading countries in technology advancements.

Though distance learning has tackled a lot of problems in its long history, there is one problem that it is not going to deal with too soon. This is the issue of examination malpractices, or simply, writing tests under controlled situations. There is no simple way to guarantee that, so the schools and colleges play by ear as each year and each program comes.

Online education programs are designed for people who have little time on their hands and are looking for a flexible study option. These are often patronized by full time housewives or workers with very little very time on their hands. Distance learning is a program that keeps the educational torch burning in the face of constraints or other commitments.

Lots of audio and video cassettes have been utilized in the past. One daunting fact that limited them was their cost and bulk. Electronic technology has PDAs, mp3 players, etc., today that continue to proliferate online education in a way that is bigger than what used to avail through the course of the three centuries the practice has been on. Anyone can now do distance learning without breaking their backs.

By: Stephen Campbell

About the Author:

Are you a parent of a child with autism, who has been told things,that are not true about your child’s education, by disability educators? Are you a parent who is afraid to stand up to the

deceptions? Would you like to learn six disability advocacy tips, for standing up to some educators who are not truthful? This article will teach you easy to use parenting tips to help you in your fight for your child’s educational life. These tips along with knowledge of the Individuals with Disabilities Education Act (IDEA) will help you in your disability advocacy journey. I will give an example of a common lie that is heard by many parents, and follow up with six tips.

Lie: “I am sorry, we cannot give your child speech therapy, because the category your child receives special education under is a learning disability.” (Be sure that your child is tested in all areas of suspected disability! Some school personnel deny services without even testing the child, to see if the child needs services in a specific area such as speech).

Tip 1: Ask for, in writing, a copy of the state or federal law that the school person is using to deny needed special education services.(IDEA does not allow school districts to base services on labels, only educational needs). For example: “Could you please show me, in writing, the state or federal law that states that you have the right to deny my child an educational service that they need.”

Tip 2: If the disability educator made this statement in a verbal conversation, as soon as possible after the conversation, write the educator and quote what they said. Also, keep a copy. It may be necessary to write the special education person a couple of times, to get a response.

Tip 3: Use the Individuals with Disabilities Education Act (IDEA) to strengthen your position. For Example: “IDEA states that the purpose of the law is to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and RELATED SERVICES designed to meet their UNIQUE NEEDS . . .Section 1400 Purposes.”

Tip 4: Tell the disability educator, in writing, that since they are not able to show you a state or federal law that states that your child’s label determines service (it doesn’t), that you stand by your position that your child needs speech therapy. Remember to be assertively persistent! Also, use testing to prove that your child is below age and grade equivalents to justify related services.

Tip 5: Consider getting an Independent Educational Evaluation (IEE), for your child with a qualified person. For example: If your child has autism, consider taking them to a qualified person who specializes in autism. Make sure they are willing to write a detailed report to include recommendations.

Tip 6: Send the independent educational evaluation report to schoolpersonnel, and ask for an IEP meeting to discuss the evaluator’s recommendations. If possible, have the evaluator participate by telephone. This article has given you six parenting tips that you can use to successfully overcome disability educator’s deceptions. You have the right to hold special educational personnel accountable for giving false information. Good luck in your advocacy journey!

By: JoAnn Collins

About the Author:

Finding Online Education Materials

The material for online education journals is gaining relevance in a quickly evolving landscape. The need for improvement and achievement has been one of the most grueling desires of successful people. In a journey towards almost limitless wealth creation, every lesson learned is used to advance oneself. Finding the key to unlock the secrets of wealth creation and financial freedom is therefore a constant absorption of knowledge. In this case, the values of 21st century education should be a continuing source of information for people wanting to find financial freedom.

Thus, the relevance of online education in the continuing search for 21st century knowledge has been increasing. As people are slowly starting to see the value of having a 21st century education, the demand for much learning that is much higher than what classical knowledge has sky rocketed. More and more people are taking advantage of the influx of digital information by applying great lessons that they learned through online learning. Indeed there are many materials available about financial literacy in online education journals.

Mind Tickling Online Journals

One such series of online education journals that talks about 21st century education is the e-course of Jamie McIntyre. As the author of “What I didn’t Learn in School but I Wish I Had,” Jamie was once a young man blown away by debt. However, he knew that he had to change his mindset. He invested his time and money to acquire a millionaire’s mindset. Along the way he has helped the lives of different people wanting to achieve financial freedom. Now he is offering mini online education courses with no cost at all. His initiative has allowed a lot of people gain valuable insight about wealth creation and personal management in a way where there could not have been a better approach.

The material of online education journals regarding financial freedom and wealth creation are tremendous. As an example, Robert Kiyosaki’s Rich Dad, Poor Dad has opened the eyes of the middle class on the value of an emergent education. Like Jamie McIntyre, he contends that what we are learning today is far removed from what the world is really built on. In order to get over the system, people should get back to learning what is really essential in achieving absolute freedom. Kiyosaki’s online education journals have been one of the most read personal wealth content in the web. This shows that information can be tapped anywhere. With inspiring people openly sharing their experiences, the wealth of online education journals on wealth creation can help change a nation from a defeatist perspective to a society where true wealth is shared.

Towards Self-Improvement

The practicalities of online education are endless. Online education allows you to have time flexibility and keep a full-time job while studying in the luxury of your own home. At the same, the mobility of students is enhanced in such a way that people can go anywhere and still learn. The physical and power structure that is found in classrooms is therefore different. Online education journals also help in one’s personal development. Most of these journals about wealth creation are designed to be highly comprehensive and readable for any reader at any stage in their lives. Students can pick their own pace while amplifying the advantage team works to succeed alongside each other. 21ist century online education can be learned linearly or dynamically without much hassle of stress.

Thus in our continuing effort to improve, online education is the way to go. Online education journals will be your constant guide until you acquire the shift in mindset and transmute your knowledge into action. Find the most apt online education journals for yourself and start learning the 21st century way.

By: D. Williams

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The basic tenant of education encompasses more than just the teaching of what we know to our young. As well as passing on essential skills like language and the basic functions of living, education passes on the culture of a society. These are the intangible patterns of behavior that distinguish each group of people as a unique set. Education is designed to show how the information learned can be used to make judgment decisions and thereby construct new ways of combining that information into a basis of wisdom.

Education of the young begins at infancy with the teaching of basic activity. Most early education involved physical activity and coordination. With time, language skills are added and the beginnings of socialization take place as the toddler is instructed on what is considered proper behavior for their society. This early, at-home, education may include not only the practical aspects of life but religious or spiritual instruction as well.

Since the education of the young is of utmost importance to the continued health of a society, most governing bodies have a schooling system in place where a standardized series of instruction can be presented. In the formal educational system teaching is the primary form of delivering the instruction to the students. Specific skills and knowledge are passed on in the form of lectures, work sessions and reading material. The hands-on approach to learning is a very effective form of education. By performing the selected task themselves, students are more likely to gain a deeper understanding of how the instruction they have been given actually relates to the task.

The cultures of the modern industrialized world generally divide the levels of education for their young into several specific groupings. Primary education deals with the more fundamental knowledge topics. Here language skills of reading and writing are supplemented with mathematics, science and history. Once the student has obtained a firm base of information they are promoted to a secondary level where more individualized or specialized skills are acquired. Mathematics will be extended to geometry and calculus. General science will branch out to separate fields of biology, health and chemistry. In the United States particularly, these first two levels of education are required of all citizens as a base education to be a functioning member of society.

Beyond the initial required educational levels are the university levels of education. These institutions provide voluntary education in which it is the student’s responsibility to further their education in the specific fields of knowledge they require finding their selected occupation in life. Many skilled occupations require at least one degree from an institution of higher learning and some will demand even longer periods of educational study.

Besides the academic fields of education, there are numerous trade schools that are designed to train individuals in the intricacies of a specific trade or occupation. These schools are not designed for general educational pursuits but focus directly on one area or career. With the availability of scholarships and student loans, a solid education is within the range of most citizens.

The increased focus on re-training has opened up the opportunities for even older people to start a new series of educational studies for more flexibility in their career choices. Truly education is a process that the active mind will continue throughout their entire life as new experiences daily add to the wealth of knowledge that can be obtained.

By: Daniel Millions

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Many American high school graduates are unprepared for the work world or college, according to a recent survey, and at least one education association says a shift in high school programs, challenging curriculum and continued focus on a federal vocational education, and training designed to advance individuals’ general proficiency, especially in relation to their present or future occupations. The term does not normally include training for the professions development.

Prior to the Industrial Revolution, the apprenticeship system and the home were the principal sources of vocational education. grant are some solutions. Whether seeking a college degree, a career change, or a new trade, there are a multitude of choices being offered by numerous schools. Some are well-known brick and mortar institutions offering off-site, distance learning or “limited residence requirements” programs to meet every student’’s need.

Online Education in the United States in 2006″, a report that has been tracking the annual changes in the online educational system in the United States for several years, more than 800,000 students signed up for some form of online education in 2006.

In addition to the new 800,000 students, “Making the Grade” reports that more than 3.2 million people are turning to online education as a way to fill in their educational gaps, improve their lives, and enhance their employment and career choices. It is easier than ever to locate an appropriate, accredited school with online degrees and certificates.

In addition, getting federal financial aid for online education has recently changed, making it easier for schools and students to obtain funding. Online education, also known as distance learning, is rapidly gaining popularity as a convenient, efficient and often lower-cost way to improve your mind, your life and your career opportunities.

There are opportunities available for almost everyone. Whether seeking a college degree, a career change, or a new trade, there are a multitude of choices being offered by numerous schools. Some are well-known brick and mortar institutions offering off-site, distance learning or “limited residence requirements” programs to meet every student’’s need. Additionally there are numerous accredited online education programs that meet the criteria for financial aid.

Searching for the right online education program for you, your child, or your company can be a lengthy, time-consuming process. There are many things to consider, such as area of study, finances, and of course, which school to attend. It’’s important to make sure that your chosen distance education program is accredited by the appropriate agencies. This will insure a better chance at financial aid, as well as better opportunities after graduation. With every New Year, we’re given a clean slate upon which to draw a brand new future.

Two in five recent high school graduates say there are gaps between the education they received in high school and the skills, abilities and work habits that are expected of them in college and work, according to Achieve Inc.’s 2005 survey, Rising to the Challenge: Are High School Graduates Prepared for College and Work? A Study of Recent High School Graduates, College Instructors and Employers.

Fewer than 25 percent of graduates feel they were significantly challenged in high school, the survey says. The term does not normally include training for the professions development The model of the American high school no longer needs to exist.

By: Parveenn Kumarr

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Distance Learning Education Degree – for Career Advancement

A distance learning education degree is the most convenient and efficient way to higher income and greater career opportunities in the field of education. Employed teaching professionals desirous of advancing their careers to leadership roles, such as superintendent, principal or dean, prefer distance learning education courses. Such courses expand their knowledge and provide exposure to diverse educational settings.

A number of distance learning education degree courses are available with various specialization options. Some of the specialization options offered by various universities are administration and supervision specialization, curriculum and instruction specialization, specialization in early childhood education, specialization in special education, teacher education specialization, educational leadership programs, etc.

Different Levels of Distance Learning Education Degree Courses

A certificate course in education is an entry level program. It teaches elementary skill sets to enhance your professional effectiveness. Certificate credits may be applied towards degree programs.

Bachelor’s degree programs lead to elementary and secondary teacher licensure. The students gain the pedagogical skills and knowledge helpful in becoming competent and effective educators.

Master’s degree specializations help students to develop new competencies and enhance skills and abilities to teach more effectively or advance to administration or leadership roles.

PhD or EdD specializations strengthen critical thinking, research, and problem solving skills. It prepares learners to become transformational leaders who will strategically manage and lead complex educational organizations. It enables the participants to meet the challenges in the field of education confidently and competently.

Reviewing Available Resources

The College of Education at the University of Phoenix Online offers over 80 individual professional growth courses. Some of these graduate level courses may lead to endorsement in a specialty area such as bilingual education or reading. These courses are available 100% online and are offered in a concentrated and intensive format.

The School of Education at Capella University offers many programs to educators to advance their careers. More than 2,400 educators have chosen this institution for their online education degree and certificate programs in K-12, higher education, and continuing and adult education.

The University of Scranton has been mentioned by US News and World Report’s “America’s Best Colleges” survey as one of the 10 finest Master’s Universities in the North for the past 11 years. This university offers master’s degree programs in curriculum and instruction, and in educational administration.

Distance learning education degree programs are designed for educators interested in gaining knowledge and expertise in their chosen fields. Educators, as an integral part of the school community, facilitate the development of students who are the future of the nation and productive citizens in a changing society.

By: Jim Zorn

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Everyone at some point has experienced an impasse in communication; those frustrating occasions when it all breaks down and people want to get up and walk out. Just look at a sample of recent headlines: “Peace Talks Breakdown” or “Labor Negotiations at a Stalemate” or “Negotiations Fail to Result in an Accord”. When the stakes are high and people are afraid they have something to loose communication becomes strained and people stop listening to one another. Usually this is while claiming that the people on the other side of the table are actually the ones who are not doing the listening. We get so concerned and fearful about getting other people to hear what we have to say, we become unwilling to hear what they have to say.

Indeed, listening seems sometimes as if it is a rare happening among human beings. We can’t really listen to another person speaking if we’re preoccupied, or if we’re trying to decide what we’re going to say when the other stops talking, or if we’re debating about whether what is being spoken is true or relevant or agreeable. Listening, in other words, is being accessible and open to what is being said.

At Landmark Education we contend that listening has an amazing power. It gives life to what is being spoken. You might even say it is with the listener that both the speaker and what is spoken exist and come alive. Think of how inspired and enlivened the elderly can become when you sit down and have an extended conversation with them. Think about what happens when someone is really listening to you. Ever notice that you become funnier and more playful when someone laughs at your jokes? What about when a child recognizes that adults are actually listening to them? Their whole demeanor shifts. In the programs of Landmark Education, you find yourself with a new ability to listen to others. You find yourself inspired by the people you have in your life. When you truly listen to people you discover the best of what they have to offer.

Speaking, meanwhile, can be something more than talking, more than the exchange of symbols or information, more than saying what you really think. In speaking we can share ourselves; we can evoke experience in others. Speaking is where our ideas become clear and possible. It is where others are expanded by our time spent with them. It allows for the futures we create. Speaking lives in poetry, in the appreciation of another, in idle conversations that pass the time, in great theories and books that give rise to wonder and thought.

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Speaking allows for “who” and “how” we “are” in the world. It is what gives voice to all that is possible in being human. In our ability to speak and share we have the ability to shape the world we live in.

In the courses of Landmark Education you find that true communication is creation. It has the power to shape, determine, and alter the course and quality of our lives. It moves people. It generates experience in others. It not only delivers information to others, it actually transforms their ability to hear. True communication transforms both the speaker and listener.

The Landmark Forum suggests that what it is to be human has its own domain and that domain is one of language—of communication, of conversation. Through communication —the realm of language, of conversation—each of us has complete access to ourselves, to others, to the very essence and possibility of what it means to be human.

This is the essence of what Landmark Education is about and what The Landmark Forum provides.

Copyright © 2007 Landmark Education. All rights reserved.

By: Landmark Education

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