School Law Module Four Reading Reflection
American Public School Law, Chapter 7 – Instructional Programing Considering the future as an educational leader, an avenue that I foresee eliciting change is through possible curriculum reform. However, a drop of curriculum adjustment ripples into a potential tidal wave of political, religious, and principled opposition. Alexander and Alexander (2012) state, “the primary obstacles that faced early public school reformers was the formulation of a commonly accepted curriculum that would not unduly advance any particularized or specialized interest to the exclusion of others” (p. 353). While there is a great deal of substance throughout this chapter, the previous statement is the most profound statement
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This is a fascinating chapter for me as I reflected on my history in this area of education. First, as an undergraduate I worked as a recreation director at St. Coletta School in Jefferson, Wisconsin. St. Coletta is a residential and vocational education school for students and adults with disabilities. Working as a recreation director, I oversaw a number initiatives that related to the implementation of the Individuals with Disabilities Education Act (IDEA) of 1990. The major emphasis at St. Coletta was transitioning from an onsite campus education facility to integration at the local schools in …show more content…
There I spent many hours leading Individual Education Plan (IEP) meetings for my students as their case manager. Secondly, in this role, I worked a great deal with the related services provided by occupational and physical therapists. Furthermore, I have been a member of the IEP team as a regular education teacher since moving away from the adaptive physical education position. As a leader/member of these IEP, you must be well-informed and up-to-date on the legal rights of the students with disabilities and their parents. Without question, the most consistent phrase heard within these conferences is ensuring that the student is placed in the least restrictive environment. The least restrictive environment for the student is often debated and put to the R.R. test; which I now know from the reading is from the Daniel R.R. court case. Finally, the use of a 504 Plan for students with disabilities has become more and more a part of educational landscape to ensure programming and services are
The Gaskin Settlement Agreement is an agreement between a group of families and advocacy organizations who filed a class action lawsuit against the Pennsylvania Department of Education (PDE) on behalf of a group of children with disabilities in 1994. This agreement does not change a student’s placement, program, or IEP in any manner. Only the IEP team has the authority to make modifications that will impact a student’s IEP. The main goal of this settlement is to make sure that IEP teams will determine if the goals in a student’s IEP may be implemented in a general education setting with supplementary aids and services prior to considering an environment that is more restrictive in nature. The elements of this case were designed to help increase the capacity of school districts to provide related services, SDI that is appropriate, supplementary aids and services, and supports to students who have disabilities that are placed in general education classrooms. The PDE lists many important elements of the Settlement Agreement to be aware of...
The Section 504 Rehabilitation Act of 1973 was designed to meet the needs of students with disabilities and who do not fall under or qualify for special education services. For example, a student that is perfectly capable of meeting all curricular requirements on assessments and assignments but cannot hear very well will fall under the 504 act. They will not necessarily meet the special education qualifications of the IDEA. Therefore, they will not be classified as special education students and will not receive the same services as special education students, even though they need modifications and accommodations to ensure their overall success. A major curricular impact of Section 504 of the Rehabilitation Act of 1973 is that all educators are legally required to provide students that meet the requirements to be qualified or classified as a 504 student with the same course of study as general educations students without making changes to their course work. Educators do this by way of allowing additional time on assignments and assessments. They also do this by changing the environment or method of lesson delivery to said students if and when necessary to ensure
This means that children with all different types of a disability are accessible to public education and learning through professional educators and through their peers. Another important legislation that has been established in 1975 is the Individuals with Disabilities Education Act (IDEA) that includes all ages of children and their rights to learn. Both of these movements helped shape what special education is today and assisted in bringing inclusion into the classroom. They both made it possible for students with disabilities to be integrated into general education classrooms, while getting the assistance they need as well. These acts are what made it possible into what my field of study is and I intend to push the boundaries of getting my future students in these general education classrooms and making them feel apart of something
In Eugene F. Provenzo Jr.’s article “Hirsch’s Desire for a National Curriculum,” the main focus is on how E. D. Hirsch Jr. believed that our nation needed a very clear set of curriculum standa...
I initially considered Lewis and Clark Law School, as it seemed a natural choice after attending Lewis & Clark College as an undergraduate, and never leaving Portland. Although I am considering relocating for law school, I would be delighted to stay here in Portland and continue to enjoy all this city, and surrounding area, has to offer. The Pacific Northwest is an idyllic place to live, as exemplified by the gorgeous forest surrounding Lewis and Clark, in which I have often taken a peaceful walk to relax. I also appreciate Portland’s culture of delicious food, and especially coffee, as well as its friendly people.
In my world the parks are full of obstacle course, but there is also a chocolate fountain to gain or lose calories. The way that my people have to act are happy things. No one else is going to have more power than I would. The consequences are harsh, but that because the laws are what people should actually follow. If I want to take a vacation Kalyn would be in charge, and other people do the killing part. I feel that my people should learn anything they would want to, that is not inappropriate.
I chose to do my paper on students with Individualized Education Program’s for this fact alone. The majority of these students do not look any different from the other students. They want to be a part of the general education classroom setting. They may have mainstreaming and inclusion with IEP’s which makes the lives for these students more thriving. The main goal I have discovered in my reading of Individualized Education Program is placing the student at the center. The student is the main priority and their IEP focuses on meeting their educational needs. In reading, Inclusion and Mainstreaming I learned in the past, physically and mentally disabled children were often stricken form society and placed in separate institutions. This ended on November 29, 1975 when the Education for all Handicapped Children Act was signed. The Act required the government to provide ample funding for all handicapped children from ages 3-...
Parents play a critical role in the planning of educational programs for their children. In efforts to increase parental involvement, instructions were added to the Individuals with Disabilities Education Act (IDEA) that mandated active parental participation during the preparation of Individualized Education Programs (IEPs). According to Lo (2008), when IDEA was reauthorized in 2004, additional parental rights were added that required the attendance of parents and every member of an IEP Team, unless both the parent and school agree to an absence and document that agreement in writing. That mandate emphasizes the importance of parental participation in educational programming for their children.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Prior to 1975, educational options for a child living with a mental or physical disability were limited. The family of the handicapped child was most likely forced down an path that lead to the institutionalization of the child and distancing the child from the benefits of receiving a free and public education. It was after federal legislation passed the Rehabilitation Act of 1973 (42 U.S.C. § 1983) that monumental changes began to develop that allowed a better understanding of the needs and capabilities of people with various handicapping conditions. Soon after this legislation, Public Law 94-142, also known as the Education for all Handicapped Children’s Act of 1975 (EHA) would further increase the public awareness by providing a free appropriate public education (FAPE) for children suffering from disabilities. Following the EHA legislation reformations concerning the education of disabled individuals would soon become numerous and legislative acts were passed enabling accommodations for disabled individuals in the fields of vocations and technology. In 1990, President Gerald Ford signed legislation replacing P.L. 94-142 with the Individual with Disabilities Education Act of 1990 (IDEA, 20 USC 1400). By definition, the Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation (US Department of Education, 2011).
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
Dewey describes these kinds of curriculums as “ ,the “old education” tend to ignore the dynamic quality, the developing force inherent in the child’s present experience and therefore to assume that direction and control were just matters of arbitrarily putting child in a given path and compelling him to walk there,” (Dewey,1968: P.348). Kanu and Glor (2006) suggest that, in order to make the educational setting an ultimate place for student learning, teachers must to have the desire for change. They have to be uttered participants in the educational forum and act as sceptics of current social trends. This is where the need for professional development arises. As lifelong learners, teachers need to actively participate in the current issues, reflect on the past experiences, and bring about the change for a better educational system.
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...
Writing this final essay for this course one is able to reflection on the knowledge one has gained since the beginning of the course. This course has been affective and the benefits are using the information immediately to correct mistakes and grow in the profession. After interviewing attorneys and director’s special in the education program the reality of how important following the regulations are important and must be followed. As a special educator one is more prepared and ready to provide a first rate education. Everyone who works with special needs students should be prepared and understand the law taking a class in Law and Litigation is recommended.