Ch.10presentation

• 1. Early Learning for Students with Disabilities Important People 400 B.C. Hippocrates 375 B.C. Plato 90 B.C. - Asclepiades 1450 -1700 John Locke Late 1700s Jean Marc Gaspard Itard Influences for the need of special education: *Easter Seals *Joseph Kennedy Jr. Foundation *Special Olympics *Association for Retarded Citizens *Autism Speaks *Gordon Hartman Foundation

2. Legislation That Lead to Special Education TodayHISTORICAL EVENT IMPACT ON PUBLIC SCHOOLS 1965 Congress adds Title VI to the Elementary and Secondary Education Act of 1965 creating a Bureau of Education for theHandicapped (this bureau today is called the Office of Special Education Programs or OSEP). Educating students withdisabilities is still NOT mandated by federal or state law. However, creation of the Bureau signified that a change was on thehorizon. 1972 Two significant supreme court decisions [PARC v. Pennsylvania (1972) and Mills v. D.C. Board of Education (1972)]apply the equal protection argument to students with disabilities.The courts take the position that children with disabilitieshave an equal right to access education as their non-disabled peers. Although there is no existing federal law that mandates thisstance, some students begin going to school as a result of these court decisions. 1973 Section 504 of the Rehabilitation Act of 1973 is enacted into statute. This national law protects qualified individualsfrom discrimination based on their disability. This national law was enacted with little fanfare. Most educators were not awarethat this applied to public schools. 1974 The Family Educational Rights and Privacy Act (FERPA) is enacted.Parents are allowed to have access to allpersonally identifiable information collected, maintained, or used by a school district regarding their child. 1975 The Education for All Handicapped Children Act (EAHCA) is enacted. This was also known as P.L. 94-142. Today weknow this law as the Individuals with Disabilities Education Act (IDEA). Before 1975, children with disabilities were mostlydenied an education solely on the basis of their disabilities. EAHCA, along with some key supreme court cases, mandated allschool districts to educate students with disabilities. 1977 The final federal regulations of EAHCA are released. The final federal regulations are enacted at the start of the1977-1978 school year and provide a set of rules in which school districts must adhere to when providing an education to studentswith disabilities. 1986 The EAHCA is amended with the addition of the Handicapped Childrens Protection Act. This amendment makes clearthat students and parents have rights under EAHCA (now IDEA) and Section 504. 1990 The Americans with Disabilities Act (ADA) is enacted.ADA adopts the Section 504 regulations as part of the ADAstatute. In turn, numerous 504 Plans for individual students start to become more common place in school districts. 1990 The EAHCA is amended and is now called the Individuals with Disabilities Education Act (IDEA). Thisamendment calls for many changes to the old law. One of the biggest was the addition of transition services for students withdisabilities. School Districts were now required to look at outcomes and assisting students with disabilities in transitioning fromhigh school to postsecondary life. 1997 IDEA reauthorized This amendment calls for students with disabilities to be included in on state and district-wideassessments. Also, Regular Education Teachers are now required to be a member of the IEP team. 2001 No Child Left Behind is enacted. This law calls for all students, including students with disabilities, to be proficientin math and reading by the year 2014. 2004 IDEA reauthorized There are several changes from the 1997 reauthorization. The biggest changes call for moreaccountability at the state and local levels, as more data on outcomes is required. Another notable change involves school districtsproviding adequate instruction and intervention for students to help keep them out of special education. 3. Who has a Disability......Categories ofDisabilitiesIf a student in a classroom fits into any of thefollowing categories then special services should be For more information on theprovided. Autism categories of disabilities visit: Deafness http://nichcy.org/disability/c Deafness/blindness ategories Hearing impairment Mental disabilities Multiple disabilities Orthopedic impairment Other health impairment Tourettes syndrome Emotional disturbance Specific learning disabilities Speech or language impairment Traumatic brain injury Visual impairment including blindness Pervasive developmental disorders 4. The Special Education Process..My Child in Special Education Your Rights as a Parent South Dakota Parent Rights The Assessment Process The Special Education or IEP Process The Services That May Be Provided 5. Your Rights as a Parent 10. Parents have the right to request that their child be assessed for SpecialEducation without delay. 9. Parents have the right to list all of their concerns in the IEP. 8. Parents have a right to request a new IEP meeting be held within 30 days of awritten request when an IEP is already in place. 7. Parents have the right to participate in the IEP meeting and have their opinionsheard and noted. 6. Parents have the right to bring any person to an IEP meeting with knowledge ofthe child or the childs disability including advocates and attorneys. 5. Parents have the right to review and receive copies of their childs educationalrecords. 4. Parents have the right to consent, refuse to consent or revoke consent for specialeducation for their child. 3. Parents have the right to receive Prior Written Notice when a school districtproposes a change in a childs placement or refuses a parents request. 2. Parents have the right to ask for an Independent Educational Evaluation at publicexpense when they disagree with the school districts assessments. 1. Parents have the right to file complaints, including state complaints and dueprocess complaints, and disagree with parts or all of the IEP. More information on parents rights visit: http://dpi.wi.gov/sped/pcrights.html,http://www.doe.mass.edu/sped/parents.html 6. South Dakota Parent RightsFor more information on Parents Rights inSouth Dakota visit:http://doe.sd.gov/oess/documents/SPED_parentalrights_handbook.pdfhttp://doe.sd.gov/oess/documents/SPED_parentalrights_handbook.pdf 7. The Assessment Process Notice must be provided to evaluate a child, andinformed consent of parents must be obtained. No Single Procedure shall be the sole criterion fordetermining eligibility. The child must be assessed in all areas ofsuspected disabilities. Determination of eligibility shall be made by ateam of qualified professionals and the childsparents. Children are not eligible if the onlydeciding factor is a limited English Proficiency or alack of math or reading instruction. 8. The Special Education or IEP Process Step 1: Referral Step 2: Assessment Step 3: Classification (includes parent) Step 4: IEP Meeting(includes parent) Step 5: Placement(includes parent) Step 6: Evaluation Team Meeting 9. The Services That May Be Provided Individual or small group instruction Curriculum or teaching modifications Assistive technology Transition services Specialized services such as physical,occupational, and speech therapy 10. Sources Berger, Eugenia Hepworth., and Mari Riojas-Cortez. Parents as Partners inEducation: Families and Schools Working Together. Boston: Pearson, 2012. Print.http://www.help4adhd.org/education/rights/ideahttp://doe.sd.gov/oess/documents/SPED_parentalrights_handbook.pdfhttp://doe.sd.gov/oess/documents/SPED_parentalrights_handbook.pdfhttp://www.midcoastadvocacy.com/http://admin.fortschools.org/PupilServices/StaffInfo/A%20TIMELINE%20OF%20SPECIAL%20EDUCATION%20HISTORY.htmttp://nichcy.org/disability/categorieshttp://www.specialeducationadvisor.com/top-ten-parental-rights-in-special-education/