Betty Noncompliance

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

The Individuals with Disabilities Education Act (IDEA) has established procedures for the placement of students with disabilities within a school setting. Members of the child study

The right of entry to education resources is more than uncomplicated admission to a college. The right to use means to provide students with the devices they will need to be victorious in higher learning. Students with a recognized disability ought to be no omission. In reality, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, “ensure that all qualified persons have equal access to education regardless of the presence of any disability.” Objective replacement, class waivers, and revision of classroom management, testing and course necessities are all illustrations of behavior to supply access for the learner with a disability. A break down to the creation of such practical adjustments can place schools in breach of federal and state statutes, ensuing expensive fines.

The first key principle of the Individuals with Disabilities Education Act is that any student regardless of their disability is entitled to a free and appropriate public education. The term zero reject is commonly used to summarize this principle. An important component of zero reject is for school administrators to understand that the state is responsible for locating, identifying, and providing for students with disabilities from birth through age twenty-one. School officials play an important role in carrying out the state responsibility under the zero reject principle. This principle both implies and specifies the concept that no matter how severe the disability may seem, all children can learn, benefit from, and are entitled to a free and appropriate public education.

Jacob is in the 5th-grade, whom has been diagnosed with ADHD and an emotional/behavioral disorder. He has trouble identifying with children his own age. He can be very aggressive and speaks very loudly. Academically Jacob is currently on a third grade level. He has become very frustrated with school and does not recognize the importance of an education. Because of his frustrations, he will have temper tantrums. Jacob needs constant help throughout the day working through his emotional/behavioral issues (Case Study). This paper will summarize and discuss why or why not an inclusive, resource, or self-contained classroom would provide the best placement for Jacob, and discuss related services, technology, and collaboration models for each possible

Sanson (2005, p. 3) believes that when it comes to accommodating students with disabilities, scientists, practitioners, and politicians are necessary to the process as a whole and communication between these individuals is essentia.

If a student has a learning disability that should be immediately addressed by perhaps sending those students for one hour to a special need class at the school or getting permission from the parent to provide him or her with tutorial on certain days, if it is necessary this show that the

Today’s society is different in its thinking when dealing with people with disabilities. There had to be many changes made in its labeling, and approach when dealing with people who may have physical/mental differences. The ostracize behavior that people were known to disturb in society has changed a great deal, due to the many federal laws that have been put in place to insure the well-being of people that have disabilities. In 1972, one very well-known case is Mill vs Board of Education of the District of Columbia this case address how the constituted rights of students were not being meet by not providing them with a public education.” Many disabled children had been excluded from public education prior to 1975,24 Congress, through the Act, sought initially to set up a process by which states would find children in need of educational services and bring them into the system”(Kotler, p.491,2014).

Artifact number four will review a scenario in which a seasoned high school principal refuses a disabled student education due to extraordinary expense and a view that the school might not be the best placement for Jonathan. The topics discussed all pertain to Individuals with Disabilities Education Act (IDEA), Free Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Cedar Rapids v Garret, Board of Education v Holland, and Timothy v Rochester. The facts that will be reviewed in this information will be discussed which could be used to defend Young’s decision, but make sure that Jonathan’s rights are not being stepped on.

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

If these students were placed in a regular classroom, they were often functionally excluded, when no support was provided for the child or the teacher. In addition, many students were misclassified following inaccurate assessment, placement or tracking. These past practices have been deemed in violation of a student’s constitutional rights. As a result, IDEA now requires that the educational program that is developed by the IEP team provide the child with opportunities in the least restrictive environment (LRE). LRE is the most normal setting that is possible for the student. The team should take several things into consideration when making this determination. First, they must compare the benefits in the regular class and the benefits in the special class. The U.S. Court of Appeals determined that the appropriateness of placement in the regular classroom is not dependent on the student’s ability to learn the same things the other students learn in the regular classroom. The benefit of social interaction should also be taken into account. Second, consideration should be given to the potentially beneficial or harmful effects that placement in the regular classroom may have on the students involved. Finally, cost should be considered when determining the appropriateness of student placement.

Special education has faced many changes during the last century. During this time there have been many opinions on the way students with differences should be taught and treated. This paper will discuss the history of special education during the twentieth century. We will also discuss the laws associated with Individuals with Disabilities Education Act (IDEA). Finally we will discuss the current and future challenges that the laws have on special education.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S

Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, “I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else?” Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity.