Welfare Benefits Research Paper Example | Topics and Well Written Essays - 1000 words

Welfare Benefits - Research Paper Example Although it was meant to help members of the American society deal with the crisis, which was affecting them at the time, many of its opponents believed that what it proposed was socialism; something that they believed was not in line with the American way of life. During this period, the greater part of women and people from minority groups in American society were excluded from getting any remuneration from the unemployment insurance and pensions for the elderly. In recent times, however, there have been reforms to the program and each state has its own welfare system according to the needs of its people. Since its inception, the provisions of welfare have been changing often due to the worries brought about by the situations of the economy as well as the changing roles of gender and the integration of minority groups into the American mainstream. During the 1950s, there were debates that focused more on how adequate coverage could be provided, moving away from the focus on which g roups of occupation could be included, as had been done before. Since then all the changes in Social Security have been attempts to bring about a balance between the provision of adequate protection as well as the promotion of equality while providing this security (Beland, 2008). When the original Social Security Act is compared to those of European countries during the same period, one will find that it does not include the range of programs that had been developed in these countries. This is because when this Act was formulated, it was done with the anticipation that any additional programs of social insurance and income support would be put in place later. Examples of such expected extensions are the providing of benefits for spouses and children, which was passed in 1939 and the passing of programs of assistance and insurance for the disabled people in the 1950s. The development of programs in other areas took more of a problem-solving and incremental approach. Hence, the Medic are and Medicaid programs were endorsed in 1965 as a response to specific medical care needs of the elderly in society and the professed insufficiency of medical care under public support (Social Security Bulletin, 2006). The introduction of the Food Stamp program in 1964 and its later extensive growth came as a response to the evidence that there was persistent hunger and malnutrition in some groups within the population despite the fact that the society was generally affluent. The Supplemental Security Income program was introduced in 1974 as a national minimum income guarantee for those people who were aged, blind, and disabled in society and this was to counteract the differences in the advantage levels and eligibility values appropriate to these people under the assistance programs. The Food Stamp program is available to individuals and families who are eligible for payments under the Supplemental Security Income Program and to those deprived persons and families who are not su itable for the latter program. Another characteristic of the development of social welfare policy in the United States is the considerable degree of decentralization that is displayed and a mechanism for this is the federal system of government, which divides responsibility among the federal, state, and local governments. Some of these programs are funded and administered by the federal government alone; others involve only the state, with or without the involvement of local governments; and finally, others involve all three levels of government. This federal structure serves three main purposes in this welfare policy and these are the dispersal of

Application of Theory to Student Learning Essay

Application of Theory to Student Learning - Essay Example Students with disabilities get easy and quick knowledge through practical experience of all the situations. In constructivist theory, students are facilitated with practical skill and easy knowledge with the help of which, they are able to learn and act accordingly. Students are not made to memorize all the concepts and details but to go through them practically. Behaviorist theory of teaching students with learning disabilities concerns with direct teaching skills (Lerner, 2003). The students with disabilities are facilitated with direct teaching in which, the tasks that are to be performed are divided into chunks and then students are asked to perform all the tasks line wise (Duhaney and Duhaney, 2000). The reason of dividing the tasks into smaller chunks is to facilitate the students to learn easily and actively. Divided tasks appear easy and accommodating (Duhaney and Duhaney, 2000). The students are informed in understandable and comprehensible words and information about all the tasks after which, they are asked to perform it themselves. The students are not only taught but they are also asked to do practice that accommodates with obtainment of knowledge and information related to a task (Lerner, 2003). Both behaviorist and constructivist theories are supportive and facilitating for the students with disabilities because of their concern to the difficulties that students face while learning and because of the teaching methodologies of the teachers. Due to these theories’ application, the students with disabilities are able to learn with ease and expertise due to which, they appear better than students who are taught with not much supportive skills of teaching. Traditional and non-traditional learning environments for students with disabilities differ from each other to a great extent. In traditional learning environments, students were not facilitated with technological developments which