Laws And Regulations Of A Child With Disabilities

There are a number of landmark court cases of special education in the country that have become the basis of how we currently provide services to students with disabilities. Diana v. California State Board of Education (1970) and Larry P. v. Riles (1984) are two of these landmark court cases that highlight nondiscriminatory assessments. Below is the analysis of the two court cases in four major sections: The Legal Cases, Summary, Future Practice, and Comparison and Contrasts.

Areas of academic achievement for students with disabilities were a concern addressed in the No Child Left Behind legislation. This concern was very important in the special education community. No Child Left Behind took into consideration, The Individuals with Disabilities Education Act. This act focused on the delivery of education services to students with disabilities, it focused more on educating children with disabilities. While No Child Left Behind took this act into consideration, it also considered the outcome of education received

Every state is different, but in Ohio we require students with learning disabilities to take the same test as their other peers that don’t have a learning disabilities. They are allowed to have extra time and accommodations when testing. Stated in the article Implications of High Stake for Students “It is a challenge, however, for the students to pass the courses and particularly the related high stakes tests that may be involved” (Landers). Students that have a learning disability should be taken into more consideration and have a separate test made for them. They aren’t going to be going at the same paste as their other peers so it is wrong to give them the same test. Data shows that students with disabilities fail large-scale tests at higher rates than other students, which cause them to start dropping

The problem with STAAR testing is the enormous pressure it puts on Texas students and teachers. With STAAR testing, it affects everything with students from preceding to the next grade level, attending college and eventually their futures career choices. STAAR testing affects Texas teachers as well. For Texas teachers and STAAR testing, starting January 2016 a new elevation system will base 20% of students’ scores towards teachers’ livelihoods, reputations, pay, promotions and even determining if they get to keep their job for another year. TEA will then take these teacher elevations and determine if schools will receive funding for the coming school year. With one test putting so much pressure on students and teachers, we continue to see

Knowledge and understanding of the way the world works: Using materials around us to make things from our environment. Using ICT tools to gain information about life. Learning about their role in the world and what they could achieve.

The Texas state exams have strengthen students educations level and also prepare them for higher-level courses. This has helped the system a lot but it’s also have some disadvantages. Providing these exams is unfair to any children with a disabilities or a disadvantage in learning abilities. One major milestone for Texas public school system in this issue was the No Child Left Behind Act. In 2001, President George W. Bush, former Texas governor, signs The No Child Left Behind (NCLB) Act of 2001 proposes to close the achievement gap using accountability measures (Jones). This provide all children with a fair and equal opportunity in school education. This have further reformed the system and helped out any children in

The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) mandates that “to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled”, and stipulates that “special classes, separate schools, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (IDEIA, P.L. 108-446 [Sec. 612 (a)(5)(A)], 2004). Likewise, the No Child Left

High Stakes Testing has been overly integrated in the education systems. High-stakes testing are used to determine grade retention, school curriculum, and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is to ensure the student’s accommodations are being followed. Accommodations help increase students’ academic performance. “Both the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010).” Throughout the years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA.

The problem with STAAR testing and who it affects the hardest, in Texas, is the students and teachers. They deserve better from us, with so much pressure from one test is outrageous. We see that in the past 4 years since STAAR testing has come into effect, state scores were in the low 70’s or barely passing, more homework is being added, the test its self is becoming harder with a massive amount of new material being added starting next year. With STAAR testing, it’s not just students who suffer it is the teachers. Students' scores are counted towards teachers’, livelihoods, reputations, their pay, promotions and even determining if they get to keep their job for another year, through a new elevation system being put into place starting January

The Toms River High School East Child Stud Team (CST) would like to provide comments and concerns relating to the Elementary and Secondary Education Act (ESEA), No Child Left Behind, and Individuals with Disabilities Education Act (IDEA) of 2004 requirement of assessments in public schools and that all students must participate, with the sole focus on the state of New Jerseys decision to use the PARCC. Specifically, considering the impact is has on students classified with learning disabilities. I would like to urge you to think about reevaluating the procedure of using the PARCC and other standardized tests that are geared to general education students to assess our students because it seems to be doing more harm than good. During the

The No Child Left Behind Act was begun in 2001 as a consequence of states altering their education strategies in order to hold the schools more answerable for their kids’ accomplishment. During the past couple of years all the states shaped some sort of regulation to hold schools answerable so that there would be more of a scheme to make sure that all kids were successful. But in the past those kids who were in Special Education classes were not be appraised throughout these statewide assessments. This was established to be bothersome for the reason that no one knew how those children in the special education classes were doing. No one knew if they were falling behind, what kind of education were they getting and how they could be incorporated in testing so that people in charge would know that the special education students were not being left behind (History and Overview of the No Child Left Behind Act of 200, n.d.).

The No Child Left Behind Act should tremendously be re-examined and amended because the focus on the standardized tests decrease the quality of other subjects not on the tests, the tests are not an efficient tool to make certain that a student is receiving an excellent education and the tests create unnecessary stress for the students, teachers and administrators. The purpose of No Child Left Behind is to provide every student with the opportunity to receive a top-grade education. This is a great proposal to strive towards but, legislation plans on achieving this proposal by making schools responsible for their students’ proficiency and to measure their proficiency with the use of standardized tests. After the students take the

For most of our nation's history, children with special needs or disabilities were shunted aside. In spite of mandated education laws that had been in place since 1918, many students were denied education and

Former Education Secretary, Rod Paige (2004) says, “No Child Left Behind requires that children with disabilities receive appropriate accommodations on tests. Most students with disabilities are able to participate in regular statewide assessments either without accommodations or with appropriate accommodations that are

Every spring for the past 4 years since 2012, every student attending 3rd grade through 8th grade and including high school students across The State of Texas, sit down and take the Texas Assessments of Academic Readiness or The STAAR Test. The STAAR test is what student’s in Texas are taught about from the very beginning of the school year and what teachers are required to teach. The STARR test includes 3rd grade through 8th- graders, taking reading and math, 4th and 7th graders taking writing, 5th through 8th graders taking the science portions, and with 8th-graders taking the social studies section. In high school, students are required to take the following portions of the STAAR test which includes English 1, English 2 which contains two tests of Writing and Reading, Algebra 1, Biology, and U.S. History. The STAAR tests for students in Texas determines each individual student’s assessment of where they are educated, towards the following subjects and what grade level they should be proceeded at. With state testing like the STAAR tests, there are more and more negatives and problems in the news, with the way our students are being taught in Texas, this state test not only follows them through their next grade levels but their academic careers, even following them into college and eventually their careers, with that and the amount of pressure being put on them from one test, the bar is being raised too high for our children in Texas, this not only affects our children