Questões de Vestibular Sobre inglês
Foram encontradas 5.992 questões
BLACK, Richard. Arctic warmest in two millennia. Disponível em:<www.bbc.co.uk/ worldservice/learningenglish/language/wordsinthenews/2009/09/090904_witn_arctic.shtml>
COLLYNS, Dan. Peruvian mummy found. Disponível em: <www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/09/090916_witn_peru_mummy.shtm>
“contemporary with the better-known Chavin and Cupisnique cultures.” (l. 24-25)
The word “better” in this sentence is the irregular degree of
COLLYNS, Dan. Peruvian mummy found. Disponível em: <www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/09/090916_witn_peru_mummy.shtm>
“The woman, named the ‘Lady of Pacopampa’ after the site in the northern highlands” (l. 5-7)
The expression in bold should be understood as
COLLYNS, Dan. Peruvian mummy found. Disponível em: <www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/09/090916_witn_peru_mummy.shtm>
COLLYNS, Dan. Peruvian mummy found. Disponível em: <www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/09/090916_witn_peru_mummy.shtm>
__________ the mummy was very old, the dead body _______
Based on the text, the alternative that completes the blanks correctly is
COLLYNS, Dan. Peruvian mummy found. Disponível em: <www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/09/090916_witn_peru_mummy.shtm>
Fill in the parentheses with T (True) or F (False).
About the mummified woman, it’s correct to say:
( ) She was rather short.
( ) She was an elderly lady when she died.
( ) Her legs had been tied with a rope.
( ) She was much younger than most Peruvian mummies.
According to the text, the correct sequence, from top to bottom, is
School Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
Consider the following statements:
1. Parents should tell their children they do not have to be good at everything.
2. Parents should try to praise their children in their everyday life.
3. Being successful at school is more important than outside of academic matters.
4. Students with a higher performance at school are encouraged to win games.
5. Parents should help their kids see the difference between easy and difficult subjects.
6. Easy subjects may become the focus of someone’s career.
Which of the statements above are TRUE, according to the text?
School Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
School Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
School Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
Are these statements TRUE (T) or FALSE (F), according to the text?
( ) Schools tend to emphasize academic performance and test scores.
( ) Students should develop life skills, such as self-control, ambition, and competitiveness.
( ) Getting high grades does not necessarily mean that the student will be successful in life.
( ) The emphasis on academic performance is not supported by parents at all.
( ) Long-term success is usually achieved by students who get high grades.
Mark the alternative which presents the correct sequence, from top to bottom.
Jorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".
Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.
Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.
Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.
(Adapted from www.wikipedia.org)
Jorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".
Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.
Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.
Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.
(Adapted from www.wikipedia.org)
Jorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".
Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.
Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.
Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.
(Adapted from www.wikipedia.org)
Jorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".
Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.
Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.
Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.
(Adapted from www.wikipedia.org)
Are these statements about Vargas Llosa TRUE (T) or FALSE (F), according to the text?
( ) He was born in the city of Arequipa, Peru.
( ) He is a journalist, a lawyer, a writer and a Nobel Prize laureate.
( ) Some critics consider him to be the greatest writer in the Americas.
( ) He is one of the leading writers of the Latin American Boom.
( ) He was awarded the Nobel Prize in Literature in 1990.
Mark the alternative which presents the correct sequence, from top to bottom.
One of the company’s reservoir burst earlier this month, flooding dozens of homes in the southeastern state of Minas Gerais. Eleven people were killed and 12 are missing presumed dead. Emergency work to try to avoid another breach will begin immediately and will last up to 90 days, the company said. The company initially said that two of its dams – Fundao e Germano – had burst on 5 November. But it has now clarified that only the Fundao reservoir collapsed. Germano and another nearby dam, Santarem, are still standing but are at risk, said Samarco’s Infrastructure Director Kleber Terra.
‘First instalment’ Samarco is owned by mining giants Vale, from Brazil, and Anglo-Australian company BHP Billiton. It agreed on Monday to pay the Brazilian government 1bn reais (…) compensation. The money will be used to cover the initial clean-up and to offer some compensation to the victims and their families. Disponível em: http://www.bbc.com/news/world-latin-america-3485 1895. Acesso em 25 nov. 2015.
Assinale a alternativa que corresponde às informações contidas no texto.
The tone of Liquid Love isn’t elegiacal, or not often. Rather, Bauman’s book is a hymn to what he calls our liquid modern society. (…) The work of the liquid modern is likewise never done, but it takes much more imagination. Bauman finds his hero working everywhere – jabbering into mobile phones, addictively texting, leaping from one chat room to another, internet dating (whose key appeal, Bauman notes, is that you can always delete a dating without pain or peril). The liquid modern is forever at work, forever replacing quality of relationship with quantity. What’s the significance of all this anxious work? For Bauman the medium is not the message - the new gadgets we use hardly determine who we are. Nor are the messages that people send each other significant in themselves; rather, the message is the circulation of messages. The sense of belonging or security that the liquid modern creates consists in being cocooned in a web of messages. That way, we hope, the vexing problem of freedom and security will disappear. We text, argues Bauman, therefore we are. “We belong,” he writes, “to the even flow of words and unfinished sentences (abbreviated, to be sure, truncated to speed up the circulation). We belong to talking, not what talking about…So stop talking – and you are out. Silence equals exclusion.” (…) It is the fear of silence and the exclusion it implies makes us anxious that our ingeniously assembled security will fall apart. (…)
Disponível em http://www.theguardian.com/books/2003/apr/19/hi ghereducation.news. Acesso em nov. 2015.
Assinale a alternativa que corresponde às informações contidas no texto.
Responda a questão de acordo com o texto de Lauren Camera.
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with major implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
*reimbursement – a sum paid to cover money that has been spent or lost.
In:<https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilities>
Responda a questão de acordo com o texto de Lauren Camera.
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with major implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
*reimbursement – a sum paid to cover money that has been spent or lost.
In:<https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilities>
Responda a questão de acordo com o texto de Lauren Camera.
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with major implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
*reimbursement – a sum paid to cover money that has been spent or lost.
In:<https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilities>
Responda a questão de acordo com o texto de Lauren Camera.
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with major implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
*reimbursement – a sum paid to cover money that has been spent or lost.
In:<https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilities>
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