Special Students With Disabilities And Culturally Diverse Needs

The ultimate goal of IDEA and Section 504 is to make sure that all students in special education programs receive a free and appropriate public education. A Free Appropriate Public Education (FAPE) means that a disabled child's education meets the standards of a state educational agency. It also means that the disabled child's individual needs are assessed and that he/she is provided with appropriate materials and resources in order to be successful in a mainstream classroom, at no cost to the parents or the student. FAPE goes beyond just ensuring high expectations in the classroom for children with disabilities; it is based on a child's individual needs. It is important that a child's abilities, as well as disabilities are assessed in order to determine exactly what is appropriate or inappropriate in terms of a student's goals, objectives, learning styles, environment, and placement.

In 1975, Congress enacted the Individuals with Disabilities Education Act (IDEA) to ensure that children with disabilities will receive a free appropriate public education through their local school

This law is the foundation for special education in the United States today. IDEIA sets the standard for how we educate children with disabilities. FAPE is the goal set forth for the educational systems. Children should receive an education that meets the standards of the state educational agency from preschool through secondary school by way of an individualized education program (IEP) that leads to the attainment of the same diploma offered to children without disabilities at no cost to the parents. FAPE does not exclude parents from expenses that are incurred by parents of children without disabilities, but it does protect them from extra expenses that arise from the services that their child requires. Also, for a state to meet the FAPE requirements, each student with a disability must have an individualized education program developed for them. An IEP is an extensive document developed by a team that includes the child, their parents, their teachers, the school administrators, and any other school personnel involved in the student’s education. IEPs address the child’s specific needs and how the school plans to meet those needs. Schools must also allow students with disabilities to work toward the same degree or diploma that students without disabilities are also working toward.

IDEA 2004 has been amended several times. It started out as the Handicapped Act of 1975 and has adjusted through the years to make sure that all students including students with disabilities can receive a free and appropriate education (FAPE). Our yellow group has banded together to summarize the laws behind some of these supplemental services that are provided while keeping in mind those that are involved. Some of the topics that we will discuss will be Transition services, Occupational Therapy, Assistive Technology, and Vocational and Rehabilitation services.

The most important section in the Individuals with Disabilities Act (IDEA) is section 1400, which describes the findings and purpose of the law. Even though the purpose of the law is to provide services and protect their rights, this law does not automatically guarantee all children with a disability eligibility for services under the law. There is more than one legal definition and they can still be very vague and confusing. To be eligible a child must have a disability that affects educational performance and needs special education and related services. The child must meet both criteria to be eligible for a free appropriate public education. Free Appropriate Public Education (FAPE) means special education and related services that are provided at public expense, meet the state standards, are appropriate, and are provided in conformity with an Individualized Education Plan (IEP). However, the term “appropriate” education, does not mean the best education, nor an education that maximizes the child’s full potential. It can also differ from one child to the next, because what

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

This research paper is parallel with my thematic core and curriculum because it based on inadequately youth which falls under Special Populations. Special populations in education are groups of people with needs that require special consideration and attention in an educational setting. Students can belong to more than one special population at a time. While no two students will ever have identical needs, awareness of the special populations in education will help you understand the challenges your students' may be facing and develop ways of meeting them (Online). Passionate to be an advocate for the inadequately youth, I need to be knowledgeable and aware of the statistics language and social skills have upon economically disadvantaged students.

FAPE stands for Free Appropriate Public Education. Under public assistance children from birth-21 years of age with abilities are entitled to be educated by the public school system. There is no cost for qualifying students to be educated, therefore parents pay nothing. Free Appropriate Public Education is made accessible to qualified youngsters with inabilities in obligatory age ranges dwelling in the state. To be qualified, a child must be assessed as having at least one of the inabilities recorded in IDEA and elected to need specialized education and related assistance. If the child has a disability they automatically entitled in receiving an education that will be appropriate for that child. The child’s education will be specifically custom-made and intended to address the issues as expressed in their IEP. FAPE will impact me as a teacher because I will have children or a child with a disability and children without disabilities in my future classroom. I will have to make accommodations for

Special Education is a topic of controversy with many advocates fighting for the justice children and adults with special needs so rightfully deserve. With laws being passed and modified so frequently, it is important that the educators being brought into the world have an extensive knowledge of the developmental needs of many different types of children. With this knowledge and their constant measures to keep up to date with the fast-moving world of education, they will be able to deliver an appropriate atmosphere that is in accordance with the law that ensures ethical practices and guidelines are always being followed.

After the fast paced 5-week course on ethics in regards to special education. These are the ethical approach I now will use collaborate with other members of an individual education plan (IEP) team on the behalf of the students with disabilities. Elements such as, sense of personal efficacy, providing emotional warmth and belonging, clear communication, strong leadership, clear expectations, developing family routines that support achievement, and scanning for strengths are important for teachers to support.

IDEA states that all children with disabilities, regardless of the type or severity of their disability, shall receive a free, appropriate public education, otherwise known as FAPE. An individualized education program (IEP) must be developed and implemented from the evaluation data collected during the child find process, to meet the unique needs of each student with a disability.

If a student has been identified to receive special services an IEP is developed in order for the child to have success in the classroom. This idea of every student being able to receive a proper education no matter the disability is referred to as FAPE; a free appropriate public education. FAPE is intended to service students with disabilities of any kind and give them the same chance at educational success as any other non-disabled individual. It is important because it levels the playing field in education so that students with disabilities can receive an equal education as their non-disabled counterparts. FAPE originated from the case of The Board of Education v. Rowley. This case challenged the way school districts view the appropriateness of students’ education that fall under

In the article, Strategies for Culturally and Linguistically Diverse Students with Special Needs, the author describes the assessment and instructional issues related to culturally and linguistically diverse students with special needs. The article goes into detail to discuss the current trends, prevalence rates, and general guidelines for appropriate assessments when working with English language learners who are also diagnosed with special needs. The author also includes in the article, research-based academic and behavioral strategies to employ when working closely with these students.

Individuals with Disabilities Education Act (IDEA) is a federal law that was passed to help and support eligible students with disabilities. Schools who receive federal funds are required to evaluate students suspected of having a disability and serve the educational needs of such students. IDEA or Individuals with Disabilities Education Act is the current name that was passed in 2004, however, this law was based in a law that was created in 1975 named The Education for All Handicapped Children Act. The name was changed but the essential purpose has not change, it’s primary goals are; to protect the rights of children with disabilities, and to give parents a voice in their child’s education. This law protects individuals from birth to age 21. One of the many specific requirements of the law is that students with disability be educated in a Least Restrictive Environment (LEP)

Inclusion, referenced to by educational studies, is defined as “the participation of all pupils in the curriculum and social life of mainstream schools; the participation of all pupils in learning which leads to the highest possible level of achievement” (Inclusive Ed 27). The terms learning and behavioral difficulties, special educational needs, and students with disabilities are often used synonymously when referring to students affected by inclusion (Florian, Lani, and John Hegarty 1). In order for students with disabilities to be successful learners, the Individuals with Disabilities Education Act, also known as IDEA, was put into place by educators and lawmakers in the 1970’s. IDEA mandated that students with disabilities be placed in the “least restricted environment,” as determined by the individual student needs (Kauffman 3). Under IDEA, all public-school systems are required to develop an individualized education program, or IEP, for each of these students (Willis 2). A full and individual evaluation must be completed before any special education placement or related services can be provided (Students with Dis Book 20). The IEP must be developed by a team, including the teacher, parents, and special education personnel (Willis 2). While the IDEA policies and procedures for protecting students with disabilities are firmly in place, based on the nature and severity of the disability, the individual student needs are