A secondary school is both an organization that provides secondary education and the building where this takes place. Some secondary schools can provide both lower secondary education and upper secondary education, but these can be provided in separate schools, as in the American middle and high school system. Secondary schools follow on from primary schools and lead into vocational and tertiary education. Attendance is compulsory in most countries for students between the ages of 11 and 16; the organisations and terminology are more or less unique in each country. Within the English speaking world, there are three used systems to describe the age of the child; the first is the'equivalent ages' countries that base their education systems on the'English model' use one of two methods to identify the year group, while countries that base their systems on the'American K-12 model' refer to their year groups as'grades'. This terminology extends into research literature. Below is a convenient comparison.
The building needs to accommodate: Curriculum content Teaching methods Costs Education within the political framework Use of school building Constraints imposed by the site Design philosophyEach country will have a different education system and priorities. Schools need to accommodate students, storage and electrical systems, support staff, ancillary staff and administration; the number of rooms required can be determined from the predicted roll of the school and the area needed. According to standards used in the United Kingdom, a general classroom for 30 students needs to be 55 m², or more generously 62 m². A general art room for 30 students needs to be 83 m ². A drama studio or a specialist science laboratory for 30 needs to be 90 m². Examples are given on, and 1,850 place secondary school. The building providing the education has to fulfil the needs of: The students, the teachers, the non-teaching support staff, the administrators and the community, it has to meet general government building guidelines, health requirements, minimal functional requirements for classrooms and showers, electricity and services and storage of textbooks and basic teaching aids.
An optimum secondary school will meet the minimum conditions and will have: adequately sized classrooms. Government accountants having read the advice publish minimum guidelines on schools; these enable environmental establishing building costs. Future design plans are audited to ensure. Government ministries continue to press for cost standards to be reduced; the UK government published this downwardly revised space formula in 2014. It said the floor area should be 1050m² + 6.3m²/pupil place for 11- to 16-year-olds + 7m²/pupil place for post-16s. The external finishes were to be downgraded to meet a build cost of £1113/m². A secondary school locally may be called high senior high school. In some countries there are two phases to secondary education and, here the junior high school, intermediate school, lower secondary school, or middle school occurs between the primary school and high school. Names for secondary schools by countryArgentina: secundaria or polimodal, escuela secundaria Australia: high school, secondary college Austria: Gymnasium, Hauptschule, Höhere Bundeslehranstalt, Höhere Technische Lehranstalt Azerbaijan: orta məktəb Bahamas, The: junior high, senior high Belgium: lagere school/école primaire, secundair onderwijs/école secondaire, humaniora/humanités Bolivia: educación primaria superior and educación secundaria and Herzegovina: srednja škola, gimnazija Brazil: ensino médio, segundo grau Brunei: sekolah menengah, a few maktab Bulgaria: cредно образование Canada: High school, junior high or middle school, secondary school, école secondaire, collegiate institute, polyvalente Chile: enseñanza media China: zhong xue, consisting of chu zhong from grades 7 to 9 and gao zhong from grades 10 to 12 Colombia: bachillerato, segunda enseñanza Croatia: srednja škola, gimnazija Cyprus: Γυμνάσιο, Ενιαίο Λύκειο Czech Republic: střední škola, gymnázium, střední odborné učiliště Denmark: gymnasium Dominican Republic: nivel medio, bachillerato Egypt: Thanawya Amma, Estonia: upper secondary school, Lyceum Finland: lukio gymnasium France: collège, lycée Germany: Gymnasium, Realschule, Fachoberschule Greece: Γυμνάσιο, Γενικό Λύκειο, Ενιαίο Λύκειο, Hong Kong: Secondary school Hungary: gimnázium, k
Andre Romelle Young, known professionally as Dr. Dre, is an American rapper, record producer, entrepreneur, he is the founder and CEO of Aftermath Entertainment and Beats Electronics, was co-owner of Death Row Records. He has produced albums for and overseen the careers of many rappers, including 2Pac, The D. O. C. Snoop Dogg, Xzibit, Knoc-turn'al, 50 Cent, The Game, Kendrick Lamar, he is credited as a key figure in the crafting and popularization of West Coast G-funk, a rap style characterized as synthesizer-based with slow, heavy beats. As of 2018, he is the third richest figure in hip hop, with a net worth of $770 million. Dre began his career as a member of the World Class Wreckin' Cru, he found fame with the influential gangsta rap group N. W. A with Eazy-E, Ice Cube, MC Ren, DJ Yella, which popularized explicit lyrics in rap to detail the violence of street life, his 1992 solo debut The Chronic, released under Death Row Records, made him one of the best-selling American performing artists of 1993.
It earned him a Grammy Award for the single "Let Me Ride", as well as several accolades for the single "Nuthin' but a'G' Thang". That year, he produced Death Row labelmate Snoop Doggy Dogg's quadruple platinum debut Doggystyle, mentored producers such as his step-brother Warren G and Snoop Dogg's cousin Daz Dillinger. In 1996, Dr. Dre left Death Row Records to establish Aftermath Entertainment, he produced a compilation album, Dr. Dre Presents the Aftermath, in 1996, released a solo album, 2001, in 1999. During the 2000s, Dr. Dre focused on producing other artists contributing vocals. Dr. Dre signed Eminem in 1998 and 50 Cent in 2002, co-produced their albums, he has won six Grammy Awards, including Producer of the Year. Dr. Dre has had acting roles in The Wash and Training Day. Rolling Stone ranked Dre 56 on their list of "100 Greatest Artists of All Time". Young was born in Compton, the first child of Theodore and Verna Young, his middle name, Romelle, is derived from The Romells. His parents married in 1964, separated in 1968, divorced in 1972.
His mother remarried to Curtis Crayon and had three children: sons Jerome and Tyree and daughter Shameka. In 1976, Young began attending Vanguard Junior High School in Compton, but due to gang violence, he transferred to the safer suburban Roosevelt Junior High School; the family moved and they lived in apartments and houses in Compton, Long Beach and in the Watts and South Central neighborhoods in Los Angeles. Young has stated that he was raised by his grandmother in New Wilmington Arms housing project in Compton, his mother married Warren Griffin, whom she met at her new job in Long Beach, which added three stepsisters and one stepbrother to the family. Young is the cousin of producer Sir Jinx, he attended Centennial High School in Compton during his freshman year in 1979, but transferred to Fremont High School in South Central Los Angeles due to poor grades. Young attempted to enroll in an apprenticeship program at Northrop Aviation Company, but poor grades at school made him ineligible. Thereafter, he focused on his social life and entertainment for the remainder of his high school years.
Young fathered a son with Cassandra Joy Greene named Curtis. Curtis was brought up by his mother and first met his father 20 years when Curtis became rapper Hood Surgeon. Inspired by the Grandmaster Flash song "The Adventures of Grandmaster Flash on the Wheels of Steel", he attended a club called Eve After Dark to watch many DJs and rappers performing live, he subsequently became a DJ in the club under the name "Dr. J", based on the nickname of Julius Erving, his favorite basketball player. At the club, he met aspiring rapper Antoine Carraby to become member DJ Yella of N. W. A. Soon afterwards he adopted the moniker Dr. Dre, a mix of previous alias Dr. J and his first name, referring to himself as the "Master of Mixology". Eve After Dark had a back room with a small four-track studio. In this studio and Yella recorded several demos. In their first recording session, they recorded a song entitled "Surgery", with the lyrics "calling Dr. Dre to surgery" serving as the chorus to the song, he joined the musical group World Class Wreckin' Cru under Kru-Cut in 1984.
The group would become stars of the electro-hop scene. "Surgery", released after being recorded prior to the group's official formation, would prominently feature Dr. Dre on the turntable; the record would become the group's first hit, selling 50,000 copies within the Compton area. Dr. Dre and DJ Yella performed mixes for local radio station KDAY, boosting ratings for its afternoon rush-hour show The Traffic Jam. Dr. Dre's earliest recordings were released in 1994 on a compilation titled Concrete Roots. Stephen Thomas Erlewine of the website AllMusic described the compiled music, released "several years before Dre developed a distinctive style", as "surprisingly generic and unengaging" and "for dedicated fans only", his frequent absences from school jeopardized his position as a diver on his school's swim team. After high school, he attended Chester Adult School in Compton following his mother's demands for him to get a job or continue his education. After brief attendance at a radio broadcasting school, he relocated to the residence of his father and residence of his grandparents before returning to his mother's house.
He dropped out of Che
Twelfth grade, senior year, or grade 12 is the final year of secondary school in most of North America. In other regions it is equivalently referred to as class 12 or Year 13. In most countries students graduate at age 18; some countries have a thirteenth grade. Twelfth grade is the last year of high school. In Australia, the twelfth grade is referred to as Year 12. In New South Wales, students are 16 or 17 years old when they enter Year 12 and 17–18 years during graduation. A majority of students in Year 12 work towards getting an ATAR or OP, which will allow them access to courses at university. In South Australia, this is achieved by completing the SACE. In New South Wales, when completing the, students are required to satisfactorily complete at least 10 units of study in ATAR courses which must include: eight units from Category A courses two units of English three Board Developed courses of two units or greater four subjectsSome Year 12s may receive a Year 12 Jersey. Schools choose the design and writing which are printed or stitched onto the jersey.
Sometimes the last two digits of the year they are graduating are printed on the back along with a personalised nickname. The front may show the school emblem and the student's name, stitched in. Many schools conduct end of year "formals", they are held from any time between graduation in September to November. Australian private schools conduct Year 12 balls in January or February of Year 12 instead of an end of year formal. In Belgium, the 12th grade is called 6de middelbaar or laatste jaar in Dutch, rétho or 6e année in French. In the General Education, this year guides and prepares students for their first year in University by recalling everything learned during the past six years of secondary school. In the Skills Education, this year prepares the students for the professional life with an Intership in the chosen domain. In Brazil, the 12th grade is called terceiro ano do ensino médio informally called terceiro colegial, meaning third grade of high school, it is attended by 17–18 years old students.
During this grade, most students apply to what is called Exame Nacional do Ensino Médio, the Brazilian equivalent of the SATs in the US, vestibular, the individual entrance examination particular to each university. As in many countries, Grade 12 students attend Graduation, which involves a formal official ceremony, a party where students and friends are invited and another party just for the students. In Bulgaria the twelfth grade is the last year of high-school. Twelfth-grade students tend to be 18–19 years old. Students are preparing to take the Matriculation exam in the end of their 2nd semester. In Canada, the twelfth grade is referred to as Grade 12. Students enter their Grade 12 year when they are 16 or 17 years old. If they are 16 years old, they will be turning 17 by December 31 of that year. In many Canadian high schools, student during their year, hold a series of fundraisers, grade-class trips, other social events. Grade 12 Canadian students attend Graduation which involves an official ceremony and a dinner dance.
Ontario had Grade 13, renamed Ontario Academic Credit, before being phased out, leaving Grade 12 as the final year. Grades 12 and 13 were similar to sixth form in England. Quebec is the lone province that does not have Grade 12. Thus, when a student is in Grade 12 in Ontario, for instance, the student in Quebec is in his first year of college. Newfoundland and Labrador did not introduce Grade 12 until 1983. In Denmark, the twelfth grade is the 3rd G, the final year of secondary school. G is equivalent to gymnasium; this is not compulsory. Students are 18-19 or older when they finish secondary school; the age of graduation is caused by the fact that Danish children first start school at 6. The reason that many students will be at the age of 20 when they graduate is because some people choose to have one-year gap between the 9th grade and gymnasium's 1st G, where students go to special art- or sport-oriented boarding schools or become exchange students all over the world; this is optional though. The twelfth grade is the third and last year of High School or secondary school The students graduate from High School the year they turn 19.
The twelfth grade is shorter than the previous ones because the twelfth graders lessons end in February and they go on to take their final exams shortly afterwards. Compulsory education ends after the ninth grade, so the upper grades are optional; the equivalent grade in this country is Terminale, it is the third and last year of lycée, equivalent to High-School, upon completion of which students sit for a test, the Baccalauréat. French-language schools that teach the French government curriculum use the same system of grades as their counterparts in France; this is not compulsory, as education is only
State schools are primary or secondary schools mandated for or offered to all children without charge, funded in whole or in part by taxation. While such schools are to be found in every country, there are significant variations in their structure and educational programs. State education encompasses primary and secondary education, as well as post-secondary educational institutions such as universities and technical schools that are funded and overseen by government rather than by private entities; the position before there were government-funded schools varied: in many instances there was an established educational system which served a significant, albeit elite, sector of the population. The introduction of government-organised schools was in some cases able to build upon this established system, both systems have continued to exist, sometimes in a parallel and complementary relationship and other times less harmoniously. State education is inclusive, both in its treatment of students and in that enfranchisement for the government of public education is as broad as for government generally.
It is organised and operated to be a deliberate model of the civil community in which it functions. Although provided to groups of students in classrooms in a central school, it may be provided in-home, employing visiting teachers, and/or supervising teachers, it can be provided in non-school, non-home settings, such as shopping mall space. State education is available to all. In most countries, it is compulsory for children to attend school up to a certain age, but the option of attending private school is open to many. In the case of private schooling, schools operate independently of the state and defray their costs by charging parents tuition fees; the funding for state schools, on the other hand, is provided by tax revenues, so that individuals who do not attend school help to ensure that society is educated. In poverty stricken societies, authorities are lax on compulsory school attendance because child labour is exploited, it is these same children whose income-securing labour cannot be forfeited to allow for school attendance.
The term "public education" when applied to state schools is not synonymous with the term "publicly funded education". Government may make a public policy decision that it wants to have some financial resources distributed in support of, it may want to have some control over, the provision of private education. Grants-in-aid of private schools and vouchers systems provide examples of publicly funded private education. Conversely, a state school may rely on private funding such as high fees or private donations and still be considered state by virtue of governmental ownership and control. State primary and secondary education involves the following: compulsory student attendance. In some countries, private associations or churches can operate schools according to their own principles, as long as they comply with certain state requirements; when these specific requirements are met in the area of the school curriculum, the schools will qualify to receive state funding. They are treated financially and for accreditation purposes as part of the state education system though they make decisions about hiring and school policy, which the state might not make itself.
Government schools are free to attend for Australian citizens and permanent residents, whereas independent schools charge attendance fees. They can be divided into two categories: selective schools; the open schools accept all students from their government-defined catchment areas. Government schools educate 65% of Australian students, with 34% in Catholic and independent schools. Regardless of whether a school is part of the Government or independent systems, they are required to adhere to the same curriculum frameworks of their state or territory; the curriculum framework however provides for some flexibility in the syllabus, so that subjects such as religious education can be taught. Most school students wear uniforms. Public or Government funded; these schools teach students from Year 1 to 10, with examinations for students in years 5, 8, 10. All public schools follow the National Board Curriculum. Many children girls, drop out of school after completing the 5th Year in remote areas. In larger cities such as Dhaka, this is uncommon.
Many good public schools conduct an entrance exam, although most public schools in the villages and small towns do not. Public schools are the only option for parents and children in rural areas, but there are large numbers of private schools in Dhaka and Chittagong. Many Bangladeshi private schools teach their students in English and follow curricula from overseas, but in public schools lessons are taught in Bengali. Per the Canadian constitution, public-school education in Canada is a provincial responsibility and, as such, there are many variations among the provinces. Junior kindergarten exists as an official program in only Ontario and Quebec while kindergarten is available in every province, but provincial funding and the level of ho
Filipino Americans are Americans of Filipino descent. The term Filipino American is sometimes shortened to Pinoy; the earliest appearance of the term Pinoy, was in a 1926 issue of the Filipino Student Bulletin. Some Filipinos believe that the term Pinoy was coined by Filipinos who came to the United States to distinguish themselves from Filipinos living in the Philippines. Filipinos in North America were first documented in the 16th century, other small settlements beginning in the 18th century. Mass migration did not begin until the early 20th century, when the Philippines was ceded from Spain to the United States in the Treaty of Paris. Filipino sailors were the first Asians in North America; the first recorded presence of Filipinos in what is now the United States dates back to October 1587 around Morro Bay, with the first permanent settlement in Louisiana in 1763, with small settlements beginning in the 18th century. Mass migration began in the early 20th century when, for a period following the 1898 Treaty of Paris, the Philippines was a territory of the United States.
During the 1920s, a majority of Filipino immigrating to the United States were not skilled. Philippine independence was recognized by the United States on July 4, 1946. After independence in 1946, Filipino American numbers continued to grow. Immigration was reduced during the 1930s, except for those who served in the United States Navy, increased following immigration reform in the 1960s; the majority of Filipinos who immigrated after the passage of the Immigration and Nationality Act of 1965 were skilled professionals and technicians. The 2010 Census counted 3.4 million Filipino Americans. S. population. They are the country's second largest self-reported Asian ancestry group after Chinese Americans according to 2010 American Community Survey, they are the largest population of Overseas Filipinos. Significant populations of Filipino Americans can be found in California, the New York metropolitan area and Illinois; the history of Spanish and American rule and contact with merchants and traders culminated in a unique blend of Eastern and Western cultures in the Philippines.
Filipino American cultural identity has been described as fluid, adopting aspects from various cultures. Fashion, music and arts have all had roles in building Filipino American cultural identities and communities. In areas of sparse Filipino population, they form loosely-knit social organizations aimed at maintaining a "sense of family", a key feature of Filipino culture; these organizations arrange social events of a charitable nature, keep members up-to-date with local events. Organizations are organized into regional associations; the associations are a small part of Filipino American life. Filipino Americans formed close-knit neighborhoods, notably in Hawaii. A few communities have "Little Manilas", civic and business districts tailored for the Filipino American community; some Filipinos retain Philippine surnames, such as Bacdayan or Macapagal, while others derive from Japanese and Chinese and reflect centuries of trade with these merchants preceding European and American rule. Reflecting its 333 years of Spanish rule, many Filipinos adopted Hispanic surnames, celebrate fiestas.
Due to the legacy of colonization, Filipinos are considered Latinos of Asia. Despite being from Asia, Filipinos are sometimes called "Latinos" due to their historical relationship to Spanish colonialism. Similar to Puerto Rico, Filipinos have been subjected to both Spanish and American colonial structures and territory status; this shared history may contribute to why some Filipinos choose to identify as Hispanic or Latino, while others may not and identify more as Asian Americans. Only a small percentage of Filipino Americans identify as Latino. Due to history, the Philippines and the United States are connected culturally. In 2016, there was $16.5 billion dollars worth of trade between the two countries, with the United States being the largest foreign investor in the Philippines, more than 40% of remittances came from the United States. In 2004, the amount of remittances coming from the United States was $5 billion; some Filipino Americans have chosen to retire in the Philippines. Filipino Americans, continue to travel back and forth between the United States and the Philippines, making up more than a tenth of all foreign travelers to the Philippines in 2010.
Filipino and English are constitutionally established as official languages in the Philippines, Filipino is designated as the national language, with English in wide use. Many Filipinos speak American English due to American colonial influence in the country's education system and due to limited Spanish education. Among Asian Americans in 1990, Filipino Americans had the smallest percentage of individuals who had problems with English. In 2000, among U. S.-born Filipino Americans, three quarters responded. In 2003, Tagalog was the fifth most-spoken language in the United States, with 1.262 million speakers. Tagalog usage is significant in California and Washington, while Ilocano usage is significant in Hawaii. Many of Cal
Asia is Earth's largest and most populous continent, located in the Eastern and Northern Hemispheres. It shares the continental landmass of Eurasia with the continent of Europe and the continental landmass of Afro-Eurasia with both Europe and Africa. Asia covers an area of 44,579,000 square kilometres, about 30% of Earth's total land area and 8.7% of the Earth's total surface area. The continent, which has long been home to the majority of the human population, was the site of many of the first civilizations. Asia is notable for not only its overall large size and population, but dense and large settlements, as well as vast populated regions, its 4.5 billion people constitute 60% of the world's population. In general terms, Asia is bounded on the east by the Pacific Ocean, on the south by the Indian Ocean, on the north by the Arctic Ocean; the border of Asia with Europe is a historical and cultural construct, as there is no clear physical and geographical separation between them. It has moved since its first conception in classical antiquity.
The division of Eurasia into two continents reflects East–West cultural and ethnic differences, some of which vary on a spectrum rather than with a sharp dividing line. The most accepted boundaries place Asia to the east of the Suez Canal separating it from Africa. China and India alternated in being the largest economies in the world from 1 to 1800 CE. China was a major economic power and attracted many to the east, for many the legendary wealth and prosperity of the ancient culture of India personified Asia, attracting European commerce and colonialism; the accidental discovery of a trans-Atlantic route from Europe to America by Columbus while in search for a route to India demonstrates this deep fascination. The Silk Road became the main east–west trading route in the Asian hinterlands while the Straits of Malacca stood as a major sea route. Asia has exhibited economic dynamism as well as robust population growth during the 20th century, but overall population growth has since fallen. Asia was the birthplace of most of the world's mainstream religions including Hinduism, Judaism, Buddhism, Taoism, Islam, Sikhism, as well as many other religions.
Given its size and diversity, the concept of Asia—a name dating back to classical antiquity—may have more to do with human geography than physical geography. Asia varies across and within its regions with regard to ethnic groups, environments, historical ties and government systems, it has a mix of many different climates ranging from the equatorial south via the hot desert in the Middle East, temperate areas in the east and the continental centre to vast subarctic and polar areas in Siberia. The boundary between Asia and Africa is the Red Sea, the Gulf of Suez, the Suez Canal; this makes Egypt a transcontinental country, with the Sinai peninsula in Asia and the remainder of the country in Africa. The border between Asia and Europe was defined by European academics; the Don River became unsatisfactory to northern Europeans when Peter the Great, king of the Tsardom of Russia, defeating rival claims of Sweden and the Ottoman Empire to the eastern lands, armed resistance by the tribes of Siberia, synthesized a new Russian Empire extending to the Ural Mountains and beyond, founded in 1721.
The major geographical theorist of the empire was a former Swedish prisoner-of-war, taken at the Battle of Poltava in 1709 and assigned to Tobolsk, where he associated with Peter's Siberian official, Vasily Tatishchev, was allowed freedom to conduct geographical and anthropological studies in preparation for a future book. In Sweden, five years after Peter's death, in 1730 Philip Johan von Strahlenberg published a new atlas proposing the Urals as the border of Asia. Tatishchev announced; the latter had suggested the Emba River as the lower boundary. Over the next century various proposals were made until the Ural River prevailed in the mid-19th century; the border had been moved perforce from the Black Sea to the Caspian Sea into which the Ural River projects. The border between the Black Sea and the Caspian is placed along the crest of the Caucasus Mountains, although it is sometimes placed further north; the border between Asia and the region of Oceania is placed somewhere in the Malay Archipelago.
The Maluku Islands in Indonesia are considered to lie on the border of southeast Asia, with New Guinea, to the east of the islands, being wholly part of Oceania. The terms Southeast Asia and Oceania, devised in the 19th century, have had several vastly different geographic meanings since their inception; the chief factor in determining which islands of the Malay Archipelago are Asian has been the location of the colonial possessions of the various empires there. Lewis and Wigen assert, "The narrowing of'Southeast Asia' to its present boundaries was thus a gradual process." Geographical Asia is a cultural artifact of European conceptions of the world, beginning with the Ancient Greeks, being imposed onto other cultures, an imprecise concept causing endemic contention about what it means. Asia does not correspond to the cultural borders of its various types of constituents. From the time of Herodotus a minority of geographers have rejected the three-continent system on the grounds that there is no substantial physical separation between
Special education is the practice of educating students in a way that addresses their individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings; these interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community which may not be available if the student were only given access to a typical classroom education. Special education includes learning disabilities, communication disorders and behavioral disorders, physical disabilities, developmental disabilities and many other disabilities. Students with these kinds of disabilities are to benefit from additional educational services such as different approaches to teaching, the use of technology, a adapted teaching area, or a resource room. Intellectual giftedness is a difference in learning and can benefit from specialized teaching techniques or different educational programs, but the term "special education" is used to indicate instruction of students with disabilities.
Gifted education is handled separately. Whereas special education is designed for students with learning disabilities, remedial education can be designed for any students, with or without special needs. For example people of high intelligence can be under-prepared if their education was disrupted, for example, by internal displacement during civil disorder or a war. In most developed countries, educators modify teaching methods and environments so that the maximum number of students are served in general education environments. Therefore, special education in developed countries is regarded as a service rather than a place. Integration can improve academic achievement for many students; the opposite of special education is general education. General education is the standard curriculum supports. Students receiving special education services can sometimes enroll in a General education setting to learn along with students without disabilities; some children are identified as candidates for special needs due to their medical history.
For example, they may have been diagnosed with a genetic condition, associated with intellectual disability, may have various forms of brain damage, may have a developmental disorder, may have visual or hearing disabilities, or other disabilities. On the other hand, for students with less obvious disabilities, such as those who have learning difficulties, two primary methods have been used for identifying them: the discrepancy model and the response to intervention model; the discrepancy model depends on the teacher noticing that the students' achievements are noticeably below what is expected. At which the teacher may make the decision for the student to receive support from a special education specialist. Before doing so, the teacher must show documentation of low academic achievement; the response to intervention model advocates earlier intervention. In the discrepancy model, a student receives special education services for a specific learning difficulty if the student has at least normal intelligence and the student's academic achievement is below what is expected of a student with his or her IQ.
Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach among researchers. One reason for criticism is that diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence; the alternative approach, response to intervention, identifies children who are having difficulties in school in their first or second year after starting school. They receive additional assistance such as participating in a reading remediation program; the response of the children to this intervention determines whether they are designated as having a learning disability. Those few who still have trouble may receive designation and further assistance. Sternberg has argued that early remediation can reduce the number of children meeting diagnostic criteria for learning disabilities.
He has suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses and places undue emphasis on academics by insisting that students should be supported in this arena and not in music or sports. A special education program should be customized to address each individual student's unique needs. Special educators provide a continuum of services, in which students with various disabilities receive multiple degrees of support based on their individual needs, it is crucial for special education programs to be individualized so that they address the unique combination of needs in a given student. In the United States and the UK, educational professionals use a student's Individualized Education Program. Another name for a student's Individualized Education Plan is a student's Individual Learning Pl