Children With Disabilities Education Act Summary

In the world of education, there are many laws which provide guidelines regarding conduct of education. One of these laws is Public Law 94–142. This law states the schools must provide equal services to all students. Within P.L. 94–142, there are six major components. The first of these major components is the Free and Appropriate Public Education or FAPE. FAPE simply means that schools must provide education at no extra cost to families. By providing a free education, it reduces the burden on families that may be caused by affording education. Whether a student is in kindergarten, high school or even a special education student, that student’s education is provided at zero cost. The next major component of PL 94-142 is the least restrictive environment. LRE is

Special Educational Needs and Disability Act 2015 - The SEN Code of Practice expresses that children have SEN if they have a learning difficulty that requests special educational provision to be made for them and that it is unlawful for educational providers to discriminate against a pupil with SEN or a disability.

The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a very overwhelming experience for families with children with special needs, especially for those who are culturally diverse. It is the job of the professionals and special education teachers to understand the importance of collaborating with family’s

Educators must understand and respect the legal rights of students and their parents, which are protected by the U.S. Constitution/Fourteenth Amendment. The Individuals with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 protect students who have been identified with disabilities. According to both IDEA and Section 504, all special education students must be educated in the least restrictive environment. The two provisions also mandate that that all children with disabilities receive a free and appropriate public education, which is referred to as FAPE. This essay will answer the question, "what is FAPE and why is it so important in the education of all children, especially students with disabilities?"

The Individuals with Disabilities Education Act (IDEA) is a federal law that guarantees educational services to eligible students with disabilities. It establishes “people first” language for referring to people with disabilities. IDEA requires states to educate students with disabilities for transition to employment, and to provide transition services. IDEA also provides the students with a free and appropriate education If a student with a disability is expelled from school, IDEA says that he or she must still receive educational services. The Individuals with Disabilities Education Act mandates that all students with disabilities take state and district testing. This law also requires a general education teacher to be a member of the Individualized Educational Plan (IEP) team.

One of the most crucial facts that hearing people must know about the Deaf community is that you don’t have to be deaf to be a part of the deaf community. “The Deaf Community is comprised of individuals, both deaf and hearing, who to varying degrees embrace particular community goals that come from Deaf cultural influences”. ("On Being Deaf — A Cultural View") Hearing people may receive little to no interaction with the Deaf community in their life. This can lead them to asking questions that may seem ridiculous to some people such as “can deaf people drive?” In fact deaf people have been allowed to legally drive in every state since the 1930’s. (Moore 220) And many acts and societies have been created to give deaf people the same opportunities and rights as all of the hearing people.

Federal laws governing special education students require that they receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE). The Individuals with Disabilities Education Act (IDEA) protects the rights of students with disabilities and allows parents to develop an appropriate education for their child. Under this act, schools also receive funding for special educational services. The state of Texas has its additional set of guidelines that schools must follow. These rules are established in the Texas Education Code (TEC) and the Texas Administrative Code (TAC) (Texas Education Agency, n.d.). TEC provides details about the process of creating an Individualized Education Program (IEP), student criteria

The majority of deaf people do not see themselves as disabled, as hearing people are likely to. Rather, deaf people embrace their deafness as an integral part of who they are. The increasing use of hearing aids and cochlear implants are a concern to the deaf because it continually focuses on seeing deafness as a negative.

For one, the slight language barrier causes hearing people to think that because they are speech impaired, they are mentally impaired as well. This is a fallacy, as there is no correlation between speech and mental capabilities. In addition, access to language does have an effect on academic performance, but it does not mean “dumb”. 92% of deaf children are from families with two hearing parents and hearing parents of deaf children are more likely to restrict their children from sign language because they themselves don’t know it and they haven’t experienced the culture. This inaccess to language is what accounts for speech issues and slower academic progress, but is not equivalent to a lack of mental

Kleinman’s questions are more applicable to deaf people in general who are more in favor of and interested in improving their hearing through hearing aids, cochlear implant, and/or speech therapy. Therefore, they would be more likely to answer his questions even though they do contain the term sickness as these people are more to likely view deafness as a disability compared to people who strictly identify themselves as a part of Deaf culture. Also, Kleinman’s questions can be especially applicable for hearing parents with deaf children who want to raise them as hearing children. According to the ninety percent rule, ninety-percent of deaf children have hearing parents and ninety-percent of hearing children have deaf parents (Sparrow 141). Since hearing parents want to raise their children in the hearing culture, it is ideal for them to be able to utilize Kleinman’s eight questions as a means of providing a way for their deaf children to improve their hearing through hearing aids, cochlear implants, and/or speech

The IDEA promotes 4 outcomes the first of these outcomes is to make sure children with disabilities are able to obtain free public education that meet their needs and prepare them for higher education; to protect the rights of children with disabilities and the parents’; and to assist States in providing education for all children with disabilities. The second outcome is to assist the State in the application of an interagency system of early education

The book Shouting Won 't Help by Katherine Boulton is a memoir and guide about being hearing impaired. Her journey about having a bilateral hearing loss: profound deaf in one ear and severely impaired in the other ear. It is a part memoir and a part scientific study about her experience. The book is organized using the author 's personal experience while also explore series of questions about the different types of causes of deafness - environmental and medical factors, the social stigma attached to it, the professional challenges faced with hearing loss and the technologies that help. At the end of every chapter, the author includes a titled chapter “Voices” about other people 's stories about their hardship and experience.

Chapter one discusses the concept of “all means all” and the creation, revision, and amendments to the Individuals with Disabilities Education Act. This act addresses the responsibilities of educators as they ensure that all students are receiving access and support to the same curriculum as their peers. Idea requires that all eligible students have an IEP and that they are educated in the least restrictive environment as possible.

Deaf people are not limited by hearing loss and are able to achieve what the hearing people can achieve. Some deaf people are proud of being deaf not from the medical perspective, but from the linguistic perspective. Since ASL is capable of supporting the highest levels of abstract mind-to-mind communication, it is considered to be a rich language. From the linguistic point, the deaf people are viewed as bilingual in ASL and English. Unlike others, their first language is ASL instead of English. There are so many deaf people out there that are teachers, writers, lawyers, doctors, etc. Sharon and Candy, the deaf couples who want their children to be deaf in the article A World of Their Own by Liza Mundy, all performed well academically and are graduates from universities. They see how successful deaf people can be as well as the capabilities of their deaf child. Parents always want to give the best to their children. If Candy and Sharon searched around and worked so hard to get a deaf baby, I am sure that this is what they think the best for that

The impact that deafness has on the cognitive development of children is how language deals with cognition. Language deals with how a person learns cognitively and with learning communication that deaf people are attributed with then their cognitive thinking changes in that they have to think more physically. The cognitive development of a child who is deaf is distinctively different than a child who is not. A child who is deaf may be a step above cognitively than a child who is not, because they have to learn more in order to function with other children their age.