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The Associated Press´ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP´s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org. There are five members of the NSW Right in federal cabinet: Tony Burke (home affairs), Chris Bowen (climate change and energy), Jason Clare (education), Ed Husic (industry and science), and Michelle Rowland (communications). Nearly all that money had been spent, but some school districts received deadline extensions that gave them additional time to use it.

Districts spent it on things like after-school tutoring, summer school, social workers, college counselors, library books and renovations to make school buildings safer. WASHINGTON (AP) - A federal judge on Tuesday ordered the Education Department to undo a freeze on the last of the U.S. relief money given to schools to help students recover academically from the COVID-19 pandemic. Schools should provide students with special needs with a variety of resources to ensure they can access their curriculum in the most effective way.

This could include assistive technology such as speech-to-text programs, adapted materials like Braille books or enlarged text, visual aids or manipulatives for math activities, or modifications for physical activities like wheelchairs or adaptive sports equipment. Ultimately, excellence in special education is all about honoring each child's right to learn and develop regardless of his or her circumstances. By taking a proactive approach towards creating an environment where all students can thrive regardless of their abilities or disabilities, educators can live up to this ideal.

Anything less would be an injustice both to the student and society at large. In order toTo provide a sense of belonging and acceptance to students with special needs, schools should strive to create an inclusive environment in which everyone feels accepted and respected. This can be done by implementing policies that ensure everyone is included in activities and social events and providing professional development opportunities for staff on how to better support students.

Whenever possible, special education classrooms should include mainstreamed elements so that general education students can help bridge gaps by interacting with peers who have a disability while still receiving appropriate instruction from the teacher who specializes in educating those who need extra support due to physical or cognitive impairments. Research suggests that such inclusive models improve student engagement as well as academic outcomes among all learners involved. Studies show that positive relationships between teachers and students yield better academic outcomes for all children - especially those with special needs whose social interactions may be limited due to their disabilities or other challenges.

To foster these connections, schools should create an inclusive environment in which everyone feels valued and respected; host events that bring different groups together; provide professional development opportunities for staff; build meaningful partnerships with families; and improving reading comprehension more. This means providing comprehensive, personalized instruction that takes into account individual abilities, learning styles, and interests.