IDEA 1990 (P.L. 101-476)

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By Paul Galgovich
pwgalgovich@gmail.com

For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education

Instructor
Sandra Mancuso

November 25, 2008

Published in: Education, Health & Medicine
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IDEA 1990 (P.L. 101-476)

  1. 1. IDEA 1990 P.L. 101-476
  2. 2. Impact of IDEA 1990 <ul><li>Education for All Handicapped Children’s Act of 1975 renamed </li></ul><ul><li>New categories added: Autism & Traumatic Brain Injury </li></ul><ul><li>Transition Services are required </li></ul><ul><li>Redefined Related Services: now includes Rehabilitation Counseling and Social Work Services </li></ul><ul><li>References </li></ul>
  3. 3. EAHCA of 1975 was Renamed <ul><li>The EAHCA of 1975 was renamed the Individuals with Disabilities Education Act </li></ul><ul><li>“ children” was replaced with the term “individuals” </li></ul><ul><li>“ handicapped” became “with disabilities” </li></ul><ul><li>Significant change in attitude which focuses on person-first, not disability-first </li></ul><ul><li>Disabilities are now viewed as one aspect of a person, not their sole identity </li></ul>
  4. 4. New Categories Added: Autism & Traumatic Brain Injury <ul><li>Autism and Traumatic Brain Injury were identified as distinct disability categories </li></ul><ul><li>Previously, these disabilities were subsumed under other disability levels </li></ul>
  5. 5. Autism <ul><li>A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 </li></ul><ul><li>Adversely affects a child's educational performance </li></ul><ul><li>Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences </li></ul>
  6. 6. Traumatic Brain Injury <ul><li>An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance </li></ul><ul><li>The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual and motor abilities; psychosocial behavior; physical functions; information processing; and speech </li></ul><ul><li>The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma </li></ul>
  7. 7. Transition Services <ul><li>Mandated by Congress </li></ul><ul><li>Each student, no later than age 16, must have an individual transition plan (ITP) as part of their Individualized Education Program (IEP) </li></ul><ul><li>ITP allows for coordinated set of activities </li></ul><ul><li>ITP allows for interagency linkages designed to address post-school functions </li></ul><ul><li>Post-school functions addressed are independent living, vocational training, and additional educational experiences </li></ul>
  8. 8. Related Services Redefined <ul><li>Rehabilitation Counseling </li></ul><ul><li>Social Work Service </li></ul>
  9. 9. Rehabilitation Counselor <ul><li>Rehabilitation counselors will assist students in learning how to write a resume, complete job applications, interview for a job, job-keeping skills, acquisition of a part-time job, application for bus passes, learn to read a bus route, use public transportation, find actual bus routes to various places and travel independently </li></ul><ul><li>The rehabilitation counselor should make these recommendations within the IEP meeting during transition planning. </li></ul>
  10. 10. Social Work Service <ul><li>Shall be extended to students in ways that build students’ individual strengths and offer students maximum opportunity to participate in the planning and direction of their own learning experience. </li></ul><ul><li>Shall conduct assessments of student needs that are individualized and provide information that is directly useful for designing interventions that address behaviors of concern. </li></ul><ul><li>Shall understand the backgrounds and broad range of experiences that shape students’ approaches to learning. </li></ul><ul><li>Shall possess knowledge and understanding of the reciprocal influences of home, school, and community. </li></ul>
  11. 11. References <ul><li>Gargiulo, R. M. (2009). Special education in contemporary society: An introduction to exceptionality (3rd ed.). Los Angeles: SAGE Publications, Inc.. </li></ul><ul><li>Knoblauch, B., & Sorenson, B. (1998). IDEA's definition of disabilities. Retrieved November 23, 2008, from Education Resources Information Center database (ED429396). </li></ul><ul><li>NATIONAL ASSOCIATION of SOCIAL WORKERS. (2002). NASW standards for school social work services [Brochure]. Washington. Retrieved November 24, 2008, from www.socialworkers.org Web Site: http://www.socialworkers.org/practice/standards/NASW_SSWS.pdf </li></ul>

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