Ch. 2 (Foundation for SPED)

Why was there a need in the 1970s for federal legislation that would mandate services for children with exceptionalities when most states had adopted mandatory legislation requiring educational services for students with disabilities?

• No laws or regulations existed that codified the educational responsibilities across state and local entities.

• Because the laws and regulations that existed across state and local entities resulted in uneven access to, and quality of, educational services.

• Some states continued to exclude students with disabilities through enactment of statutes that allowed exclusion.

• Brown v. Board of Education instructed districts to provide schooling for students with disabilities.

Zero Reject

• Testing, evaluation materials, and procedures used in the identification and evaluation of children with disabilities are to be selected and administered so as not to be racially or culturally discriminatory.

• The preferred placement for students with disabilities is the regular classroom.

• All children with disabilities, regardless of the severity or type of their disability, are entitled to receive a free appropriate public education (FAPE).

• Safeguards developed to strengthen and guarantee the rights of all persons involved in the provision of educational services for children with disabilities.

• A process for developing an appropriate program for a child with a disability and a product/document that directs the education of the child.

Nondiscriminatory Assessment:

• Testing, evaluation materials, and procedures used in the identification and evaluation of children with disabilities are to be selected and administered so as not to be racially or culturally discriminatory.

• The preferred placement for students with disabilities is the regular classroom.

• All children with disabilities, regardless of the severity or type of their disability, are entitled to receive a free appropriate public education (FAPE).

• Safeguards developed to strengthen and guarantee the rights of all persons involved in the provision of educational services for children with disabilities.

• A process for developing an appropriate program for a child with a disability and a product/document that directs the education of the child.

Procedural Due Process:

• Testing, evaluation materials, and procedures used in the identification and evaluation of children with disabilities are to be selected and administered so as not to be racially or culturally discriminatory.

• The preferred placement for students with disabilities is the regular classroom.

• All children with disabilities, regardless of the severity or type of their disability, are entitled to receive a free appropriate public education (FAPE).

• Safeguards developed to strengthen and guarantee the rights of all persons involved in the provision of educational services for children with disabilities.

• A process for developing an appropriate program for a child with a disability and a product/document that directs the education of the child.

Least Restrictive Environment:

• Testing, evaluation materials, and procedures used in the identification and evaluation of children with disabilities are to be selected and administered so as not to be racially or culturally discriminatory.

• The preferred placement for students with disabilities is the regular classroom.

• All children with disabilities, regardless of the severity or type of their disability, are entitled to receive a free appropriate public education (FAPE).

• Safeguards developed to strengthen and guarantee the rights of all persons involved in the provision of educational services for children with disabilities.

• A process for developing an appropriate program for a child with a disability and a product/document that directs the education of the child.

Individualized Education Program:

• Testing, evaluation materials, and procedures used in the identification and evaluation of children with disabilities are to be selected and administered so as not to be racially or culturally discriminatory.

• The preferred placement for students with disabilities is the regular classroom.

• All children with disabilities, regardless of the severity or type of their disability, are entitled to receive a free appropriate public education (FAPE).

• Safeguards developed to strengthen and guarantee the rights of all persons involved in the provision of educational services for children with disabilities.

• A process for developing an appropriate program for a child with a disability and a product/document that directs the education of the child.

During the Education of the Handicapped Act Amendments (EHA) of 1986 a new sub-chapter was created, commonly called part H, which...

• Created authorization for regional resource and federal centers.

• Created grants for personnel training and national clearinghouses.

• Provided funding for the planning and implementation of early intervention programs for young children (ages 3 through 5) with special needs.

• Set forth the procedural safeguards and the state formula grant program that funds the state special education programs.

An IFSP is usually developed by the multidisciplinary team for...

• Adults ages 21 or above.

• Teenagers ages 13-18

• High School Students ages 14 or above

• Infants and toddlers ages 0-3

Section 504 relies on __________ to ensure that discrimination does not occur.

• State Department

• Department of Special Education

• Office of Civil Rights

• School District.

The emphasis of amendments to the IDEA Act of 2004 were focused on:

• the promise of paperwork reduction

• the requirement of an IFSP for children age birth to 3

• monitoring of student's academic performance

• aligning IDEA requirements with the requirements of ESEA