Zero Rejects

Placement decisions related to students with disabilities is an issue that arises from providing a free, appropriate public education (FAPE) and the least restrictive environment (LRE). While FAPE and LRE are not new requirements, the Individuals with Disabilities Educational Act (IDEA) continues to be open to interpretation and implementation of the mandates (McGovern, 2015). A student’s least restrictive environment is the setting where the student can be integrated with his non-disabled peers. IDEA requires that students with disabilities be educated in the most integrated, least restrictive environment (Carson, 2015); however, this is where the grey area enters. The interpretation of what the least restrictive environment is, depends

Students with disabilities need to be physically, programmatically, and interactionally included in classroom activities that have been planned by a qualified teacher in conjunction with support staff as needed.

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.

The child should only be removed from a regular classroom when the disability is so severe that education "with the use of supplementary aids and services cannot be achieved satisfactorily."

The district argued that the Individuals with Disabilities Education act (IDEA) does not state that a district must exhaust all possible services before an alternative placement for a student (U.S. Department of Education, 2004). IDEA applies to Wally’s case in that this act discusses the issue of whether or not a student’s behavioral issues are related to their disability.

tion, it also keeps children with diseases from being excluded from schools. Children 6 to 17 cannot be rejected and if the school offers services to younger or older children then they have to offer that to children with disabilities. Zero reject makes sure all children get an equal chance at an education no matter the child’s disability.

All qualified students with disabilities living inside of the school district area are entitled to a “free and appropriate education”. To be appropriate the educational program must be designed to meet the individual needs of the student, as outlined in their IEP, to the same

All parents and/or guardians are awarded due process in the United States court system. IDEA gives parents the opportunity for a child with a disability the rights to examine their personal records, participate in meetings such as, IEPs and ARDs with the respect to the identification, evaluation, and education of the child’s placement and also free public education (Osbourne & Russo). “Although most of the due process rights in the IDEA are for the benefit of children, the Supreme Court ruled that parents have rights of their own independent of those of their children” (Osbourne & Russo, p. 96). In this paper it will analyze the court case of Buser v. Corpus Christi Independent School District, 1995; the parties involved, issues brought to court, disagreements, how and when the case was adjudicated, final outcomes, and disagree or agree with the case.

While in conversation I came to learn that parents have a major role because they are the advocate for their child and they have a common right to be a part of IEP meetings. Not limited to making decisions on how the student will be taught and where they will be taught. Mrs. Mangum stated, “Every school has a special education

3)a.If your child is currently receiving special education services, you have the right to revoke your consent for such services at any timeE.Parent Participation in Meetings (pg. 4)a.You must be afforded to the opportunity to participate in meetings regarding theidentification of your childF.Evaluation Procedures (pg. 5)a.The school district must use a variety of evaluation tools and strategies when conducting an evaluation of your childi.Initial evaluation ii.Independent educational evaluation G.Private School Placements (pg. 6)a.Private school placements when FAPE is NOT in an issue b.Private school placements when FAPE IS an issue H.Discipline of students with disabilities (pg. 7)a.Short term removals (less than 10 days)b.Long term removals (more than 10 days)c.Manifestation determination review d.Expedited Due Processe.Interim Alternative Educational

Schools must provide prior written notice before initiating or changing the educational plan of a student with a disability. Parental consent is required before an initial evaluation or before making changes to an IEP. Parents have the right to access

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.

Child Find and Zero Reject. Under IDEA’s “child find” mandate, states are required to identify, locate, and evaluate all resident children with disabilities (including those who are homeless, limited English proficient, or wards of the state), regardless of the severity of their disability or whether they attend public or private schools. The mandate to serve all students with disabilities is commonly referred to as “zero reject.” Although federal law requires that children with disabilities be identified, it does not dictate how this is to occur. Nevertheless, courts give deference to districts when their identification efforts are substantial, in good faith, and ultimately effective. Consequently, state procedures vary widely and

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

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and