Hardman 12e Chapter 2: Education for All

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Chapter TwoEDUCATION FOR ALL


LEARNING OBJECTIVES(slide 1 of 2)

2-1 Describe the educational services that were available to students with disabilities during most of the 20th century.

2-2 Identify the principal issues in the right-to-education cases that led to the eventual passage of the national mandate to educate students with disabilities.

2-3 Describe special education and related services as they apply to each of the major provisions of the Individuals with Disabilities Education Act (IDEA).

LEARNING OBJECTIVES(slide 2 of 2)

2-4 Discuss the special education referral, assessment, planning, and placement process.

2-5 Describe what schools should do to assure accountability for student learning and access to the general curriculum.

2-6 Distinguish between students with disabilities eligible for services under Section 504/ADA and those eligible under IDEA.


A CHANGING ERA IN THE LIVES OF STUDENTS WITH DISABILITIES

• There is a worldwide call to education for children with disabilities.

• In the United States, access to education is a basic value.


2-1 EDUCATIONAL SERVICES FOR STUDENTS WITH DISABILITIES

• Early Special Education Programs• Education as a Privilege but not a Right• Expanding Role of the Federal

Government


2-2 THE RIGHT TO EDUCATION

• Education as a Right not a Privilege– Brown v. Board of Education of Topeka,

Kansas (1954)• The right to an education was affirmed in

national legislation and court cases.


2-3 INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

• Zero-exclusion principle: no person can be rejected from special education or related services regardless of the nature or extent of the disability.


2-3a WHAT ARE SPECIAL EDUCATION AND RELATED SERVICES?

• Special education: specially designed instruction provided at no cost to parents in all educational settings.

• Related services: services necessary to ensure benefit from special education experiences.


2-3b WHO IS ELIGIBLE FOR SPECIAL EDUCATION AND RELATED SERVICES?• Two criteria must be met:

1. Identified as having one of the disability conditions identified in law.

2. Demonstrated need for specialized instruction and related services to receive an appropriate education.


2-3c MAJOR PROVISIONS OF IDEA

1. Free and appropriate public education (FAPE)

2. Nondiscriminatory and multidisciplinary assessment

3. Parental safeguards and involvement4. Individualized education program (IEP)5. Education in the least restrictive

environment (LRE)


FREE AND APPROPRIATE PUBLIC EDUCATION (FAPE)

• All identified students with disabilities are entitled to a free and appropriate public education to meet their unique needs at no cost to the parents.

• An appropriate education– “specially designed instruction and related

services”– “individually designed”– “educational benefit”


NONDISCRIMINATORY AND MULTIDISCIPLINARY ASSESSMENT

• Test students in native language when possible

• Evaluation procedures are not culturally or racially discriminatory

• Validated assessment tools• Team of school professionals use several

pieces of information to formulate placement decision


PARENTAL SAFEGUARDS AND INVOLVEMENT (slide 1 of 2)

• Give written consent before initial assessment

• Give written consent for educational setting where child will receive special education and related services

• Request independent assessment if believe school's assessment is inappropriate, to be provided at no charge


PARENTAL SAFEGUARDS AND INVOLVEMENT (slide 2 of 2)

• Participate in committee to consider assessment, placement, and programming

• Inspect and review educational records and challenge any inaccurate information

• Request due process hearing concerning school’s proposal or refusal to initiate or change identification, assessment, placement, or provision of FAPE


INDIVIDUALIZED EDUCATION PROGRAM (IEP)

• Individualized education program (IEP): written framework for delivering a free and appropriate education to every eligible child with a disability.


LEAST RESTRICTIVE ENVIRONMENT

• Least restrictive environment (LRE): Students with disabilities are to be educated with their peers without disabilities to the maximum extent appropriate.

• School must develop a continuum of placements.


Educational Service Options for Students with Disabilities

Figure 2.1


2-4 REFERRAL, ASSESSMENT, PLANNING & PLACEMENT PROCESS

• Phase 1: Initiating the Referral• Phase 2: Assessing Student Eligibility and

Educational Need• Phase 3: Developing the Individualized

Education Program (IEP)• Phase 4: Determining the Least Restrictive

Environment (LRE)


2-4a PHASE 1: INITIATING REFERRAL

• Concern is indicated by parents or school.• Child study team investigates

coordinated early intervening services.• If team determines intervening services

are not satisfactory, formal written referral begins.

• School seeks and receives parents’ written consent to evaluate eligibility.


2-4b PHASE 2: ASSESSING STUDENT ELIGIBILTY AND NEED

• Use multidisciplinary/nondiscriminatory assessment to evaluate eligibility.

• Team reviews assessment information to:1. Determine eligibility based on disability

classification.2. Identify special education services.


2-4c PHASE 3: DEVELOPING IEP

• Establishment of IEP team• IEP team agrees on:

– Student’s present performance levels– Measurable annual goals – Skill areas needing special education– Student access to general education– Student participation in assessment programs – Beginning/ending dates for services– Process to report student progress to parents


2-4d PHASE 4: DETERMINING LRE

• Determine LRE based on two factors:1.What is the appropriate placement based on

student’s annual goals?2.Which placement alternative allows student to

be educated with peers who are not disabled to the maximum extent appropriate?

• Document LRE in IEP• Parents provide written consent for LRE


2-5 EDUCATING STUDENTS WITH DISABILITIES IN THE 21ST

CENTURY• A standards-based approach to improving

student achievement under No Child Left Behind Act (NCLB)1. Focus on student achievement as primary

measure of school success2. Emphasis on challenging academic

standards3. Standards apply to all students


2-6 SECTION 504/ADA AND REASONABLE ACCOMODATIONS

• 504/ADA applies to students who are not educationally limited (ineligible for special education) and protects against discrimination.

• Entitled to 504/ADA plan to ensure access to an education comparable to students who do not have disabilities.


LOOKING TOWARD A BRIGHT FUTURE

• Every child has the opportunity to learn.• Improve the results for all students.• General and special educators have the

knowledge and skills to work collaboratively with families.


CASE STUDY: YASMEEN

• Background• Perceptions of behavior

– Family– School

• Process for referral• Development of IEP• Placement issues/LRE


Hardman 12e Chapter 2: Education for All

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