Free Appropriate Public Education

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School

Grand Canyon University *

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Course

300

Subject

Law

Date

Feb 20, 2024

Type

docx

Pages

7

Uploaded by MatePigeon4015

Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE) College of Education-Grand Canyon University SPD-300- Professional, Ethical, and Legal Practices and Policies in Special Education Jennifer Dutton November 9, 2023
Summarize FAPE and LRE and How They Are Related The education of children with disabilities is a fundamental right in the United States. Free Appropriate Public Education (FAPE) under Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA) (DOE, 2010). This law mandates that schools provide special education-related services at no cost to the family to help meet the individual needs of the child with disabilities as adequately as a child with no disabilities where necessary. This protection extends to all individuals with disabilities, regardless of the severity of their condition. The Least Restrictive Environment (LRE) is another term related to special education. It requires that students with disabilities be placed in a regular classroom setting with appropriate aids and support alongside their peers who do not have disabilities unless their individualized education program (IEP) requires other arrangements (DOE, 2015). The purpose of LRE is to ensure that students with disabilities are not unnecessarily isolated from their peers and are included in the same experiences as their non-disabled peers. FAPE and LRE are related to each other because they both are under the ordinance of federal law that mandates under IDEA and must be considered on where and how a child with disabilities should and will be educated. The only difference between the two is that FAPE covers the financial aspects, and LRE concerns the placement. Teachers need to understand FAPE and how it relates to LRE when educating students with special needs. In addition, schools must provide assistive technology and other supports to help students with disabilities access the curriculum. For example, a student with a visual impairment may require a Braille textbook or a screen reader to access written materials. A student with a hearing
impairment may need a sign language interpreter or a captioning service to access spoken information. Schools must provide these accommodations and support at no cost to the family. In conclusion, FAPE and LRE are essential components of special education in the United States. These laws ensure that students with disabilities receive the appropriate education and support to meet their needs. By understanding these laws and working collaboratively, teachers and parents can ensure that students with disabilities receive the same level of education as their non-disabled peers. LEAs/Schools/Teachers of one FAPE Court Case The Board of Education v. Rowley is a crucial case in special education law that has defined the scope of the Individuals with Disabilities Education Act (IDEA). The IDEA ensures that children with disabilities receive a free, appropriate public education, and the Rowley case was instrumental in determining what exactly that meant for students with disabilities. The case involved Amy Rowley, a hearing-impaired student at Furnace Woods School in Peekskill, New York. During her Individualized Education Program (IEP) meeting, Amy was provided with an FM transmitter. However, her parents demanded a sign-language interpreter for all her classes, feeling that this would be a better accommodation for her needs. After a trial period of two weeks, it was determined that an interpreter was not necessary for Amy to meet her academic requirements. Despite this, Amy's parents contested the decision and demanded a hearing. The court ultimately ruled in Amy's favor, stating that she could only reach her full academic potential with a sign-language interpreter, even though she was meeting her required level of performance.
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