Interview With The Secretary Of The Exceptional Student Education Program

The special education programs in the United States have been designed to help children with special needs learn easier and fit in better with the education program. Unfortunately, many minority students get caught up in the mix and don’t get the proper attention they deserve. Furthermore, minority students are seriously over-represented in the educational programs. Many minority students are misdiagnosed and put into special education programs when in fact; they do not have a learning disability. This has become a growing problem in this country because it is seen as the easy way out. Schools all over the U.S. are doing this in order to not have to properly test and evaluate students for learning problems.

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

In response to various court cases relating to services for students with special needs, The Individuals with Disabilities Education Act (IDEA) was enacted to mandate to the states that data regarding overrepresentation of race and ethnicity must be collected and monitored. If it is determined that a disproportionate number of students from a minority background are receiving special education services, a review of policies and procedures is required to

This law has some of the definitions revised, changes several key components, and recompiled IDEA into four parts. IDEA's four parts that it is organized into consists of Part A, General provisions; Part B, Assistance for the education of all children with disabilities; Part C, infants and toddlers with disabilities; and Part D, National activities to improve the education of children with disabilities. Students with disabilities may be placed into an alternative educational setting for up to 45 days if they bring a weapon to school, possess or use illegal drugs, or pose a serious threat of injury to other pupils or themselves. Students with disabilities will receive appropriate accommodations when necessary for in state and district wide testing programs. IEPs are now required to include exactly how the student with disabilities will be involved with the general education curriculum. There are also provisions that state that transition planning will begin at the age of 14 instead of 16, annual goals will be emphasized, any assistive technology needs of the learner need to be examined and considered, and regular educators will be a part of the IEP team. The category of developmental delay may now

Until that time, many states had laws that excluded children with certain types of disabilities from attending public school. These included children who were blind, deaf and children labeled "emotionally disturbed" or "mentally retarded." Many of these children lived at state institutions where they received limited or no educational services. Having a disability does not automatically qualify a student for special education services under the IDEA. The disability must result in the student needing additional or different services to participate in school. For example, a child who is diagnosed autistic. Children with disabilities who qualify for special education are also automatically protected by Section 504 of the Rehabilitation Act of 1973 and under the Americans with Disabilities Act (ADA).

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, 2013, p. 25). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), student with disabilities received access to free, appropriate public education which in turned required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. As part of the IEP, it contains items such as present levels of academic achievement and functional performance, measurable annual goals, criteria of progress, special education and related services as well as documenting any necessary accommodations needed for statewide assessments. The author provides a comparison of statewide assessments including items such as participation, accommodations and types of assessments between the states of Texas and Massachusetts.

Throughout our lifetime we go undergo many transition, however the move from high school to the adult world is considered the most important. During this transition we are able to explore many things such as our interests, abilities, and talents. We feel more independent since we are able to set goals and make certain decisions regarding our future. When a child reach certain age, a transition plan will play an important role in his or her IEP, during the meeting this plan will develop, rationalized, and reviewed annually. The transition plan must derive from transition assessments that are proper for the student’s age as stated under the Individual with Disabilities Education Act.

In 2006, the U.S. Department of Education Office for Civil Rights reported that African American students represent 17.13% of the total public school population while they account for more than 26% of the children served in special education classrooms (Banks, J. j., & Hughes, M. S. 2013). Across all ethnic groups, African American students are at the highest risk of being placed in special education (Harry & Klinger, 2006). According to researcher Banks, once labeled as having a learning disability, African American students are less likely to be given the opportunity to be tested out of the remedial classes. (Banks, J. j., & Hughes, M. S. 2013)

The transition to childhood can be a very difficult process for children with disabilities because they are entering an unfamiliar world with many different new things to explore and to survive this world there are certain skills that must be acquired. To develop those skills teachers, families, school staff, agencies and other professional come together to help students set goals and learn skills that are necessary to maintain a living, get a job and furthering their education, this preparation help facilitate the transition into adult life . During the transition planning different services and activities are develop to help student with

The Bureau of Exceptional Education and Student Services (bureau) received a state complaint from Ms. Kim Satterfield on September 15, 2016, alleging that the Florida School for the Deaf and Blind (FSDB) violated federal and state laws relating to the education of students with disabilities. Specifically, the allegation is whether the FSDB implemented a policy that would not adhere to the student’s individual educational plan (IEP) and not support the student’s preferred language and means of communication.

The Individuals with Disabilities Education Act (IDEA) requires parental involvement in the education of children with disabilities (Smith, Hilton,

School personal must help student with post-school transition to prevent student with special needs from dropping out of school, and being unemployed. When students with special needs leave high school with a high likelihood of working low paying jobs and don’t have the skill necessary to live independently.

In high school, decisions are made for students with disabilities. The school is responsible for providing students with a disability a Free and Appropriate Public Education (FAPE). In providing FAPE, the school district must ensure that the appropriate and allowable accommodations and modifications are in place to promote academic success. The school must complete the necessary assessments as required by the Individuals with Disabilities Education Act (IDEA) within the required timeframe. Assessments such as developmental assessments, screening tests, individual intelligence tests, individual academic achievement tests; adaptive behavior scales, behavior rating scales, curriculum-based assessments and alternate assessments are all considered appropriate assessments for determining eligibility or educational needs for students with disabilities. At this stage, the parent or legal guardian has the autonomy to make decisions for the student. A parent’s rights and protections are written in the procedural safeguards. The procedural safeguard not only protects the rights of children with disability and their parents but it also provides information that assists in any

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