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Allen Chapter 2
1.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Federal Legislation: Early Intervention and Prevention Chapter 2 Allen and Cowdery The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter Objectives (1 of 2) By the end of this chapter, you should be able to: 2-1 Discuss how the early intervention and civil rights movements set the stage for current legislation for individuals with disabilities. 2-2 Explain the impact of landmark legislation for people with disabilities. 2-3 Identify the components of No Child Left Behind (NCLB) 2001 (PL 107-110), including recent changes made with the enactment of Every Student Succeeds Act (ESSA).
3.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter Objectives (2 of 2) By the end of this chapter, you should be able to: 2-4 Highlight the landmark case law for the inclusion of all children. 2-5 Provide an overview of public policy and gifted children. 2-6 Describe three pieces of legislation designed to prevent developmental disabilities in children.
4.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Pioneers of Special Education Jean Jacques Rousseau • Learning must happen in agreement with a child’s cognitive speed, with minimal outer stimuli from society • Idea of teaching children individually and at their own pace established early groundwork for special education Charles Michel L’Epeé • Founded the first public school for people with disabilities in France Jean Marc Gaspard Itard • Founder of special education, first to develop an individualized curriculum • Idea that an enriched environment could compensate for developmental delays caused by heredity or deprivation Maria Montessori • Included physical and sensory activities to develop the cognitive abilities in young children, in addition to previous approaches
5.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Environment and Experience Intelligence was not fixed at the time of birth—not determined solely by genetics. Instead, intelligence was shown to be greatly influenced by environment and experience. Bloom, 1964; Hunt, 1961 • Children’s intelligence develops most rapidly during their early years • Development of sound intelligence depends on appropriate stimulation from the environment Kirk, 1972
6.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Landmark Legislation (1 of 5) University Affiliated Facilities (PL 88-164) • Create, demonstrate, and evaluate intervention and educational programs for children with disabilities and their families • Provide professionals with interdisciplinary training • Conduct research related to human development and developmental disabilities. • Establish university-community partnerships to improve services for people with disabilities Handicapped Children’s Early Education Assistance Act (PL 90–538) • Improve early intervention services for children with disabilities or who are at risk, and their families. • Federal funds supported experimental centers known as the First Chance Network and model demonstration projects.
7.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Landmark Legislation (2 of 5) Head Start Act • “Open door” policy • Pioneer in the field of including young children with severe disabilities in community- based programs • Incorporates findings from scientific research, reflect best practices and lessons from program innovation, and integrates recommendations Developmental Disabilities Act (DDA) (PL 106–402) • Section 504 focused on reducing discrimination against individuals with disabilities. • The law required that everyone with a disability be given access to jobs, education, housing, and public buildings. • This law also required schools to make accommodations for children who have disabilities but do not qualify for special education.
8.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Landmark Legislation (3 of 5) Individuals with Disabilities Education Improvement Act (IDEIA) Previously called Education of All Handicapped Children Act (PL 94–142) Reflects person-first terminology Guarantees all children a free, appropriate, public education Encourages states to locate and serve preschool children needing early intervention services IDEIA mandates • Zero reject • Nondiscriminatory evaluation • Appropriate education • Least restrictive environment inclusion • Due process • Parent participation
9.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Landmark Legislation (4 of 5) Education of the Handicapped Amendments (PL 99–457) • Individuals to be served • Labeling no longer required • Individualized family service plan (IFSP)
10.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Latest Updates on IDEIA (1 of 2) 1. An extensive definition of “highly qualified” special education teachers a. Obtain at least a BA, full state special education licensure or equivalent, and cannot hold a temporary or emergency licensure 2. Extensive provisions aim at ensuring special education and related services for children with disabilities who are experiencing homelessness. or highly mobile 3. Changes in procedural safeguards a. Addition of a resolution session prior to a due process hearing b. Functional behavior assessment
11.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Latest Updates on IDEIA (2 of 2) 4. Authority to extend Part C services for infants and toddler services beyond the age of two years. 5. Short-term objectives and benchmarks are no longer required sections in the IEP 6. Disciplining students with disabilities a. Cannot be suspended from school for more than 10 school days if the misconduct was related to disability and services still need to be provided b. The IEP team, including parents, must conduct a functional behavior assessment and consider strategies including positive behavioral support strategies to facilitate appropriate behavior in the classroom
12.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Landmark Legislation (5 of 5) Americans with Disabilities Act (PL 101-336) • ADA gives civil rights protection to individuals in private employment, all public services and accommodations, transportation, and telecommunications. • Some of the most significant implications are in the area of access to child care and community recreation programs. Section 504 of the Rehabilitation Act • The first civil rights statute for persons with disabilities. • Protects qualified individuals from discrimination based on disability. • Employers and organizations receiving federal funds cannot exclude or deny individuals with disabilities an equal opportunity to receive program benefits and services.
13.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Discussion Activity 1 1. Break into small groups of 3-5 students 2. Consider the evolution of laws and services for educating and including children with disabilities • Describe how the experience of a child with a disability would differ in the 1970s compared to today. 3. Consider how all areas of the child’s life will be impacted in your discussion • Including education, family relationships, community relationships, career opportunities as an adult, etc.
14.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Discussion Activity 1 Debrief 1. What differences did your group find in the experience of a child with a disability in the 1970s compared to today? 2. How did your group analyze the impact of these laws and regulations on other areas of the child’s life? 3. Can you identify areas in today’s laws or regulations that leave room for improvement? How would you improve them?
15.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. No Child Left Behind • Established to improve reading and math testing in the public schools and reauthorize education reform using federal funds • Requires states to develop accountability standards to measure annual student progress in reading and math • Forced states to create or adopt adequate tests to support curriculum. • If states showed growth in accountability, then they qualify for federal funding. If there is little or no growth, then schools and school systems are at risk of losing funding and teachers
16.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Every Student Succeeds Act • State authority • Annual testing • Accountability • Reporting • Proficiency targets • Comprehensive Literacy Center • Literacy Education Grant Program • The role parents play in ESSA
17.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Inclusion and Case Law (1 of 2) Sacramento Unified School District v. Holland (1992) The district court ruled that 9-year-old with Down syndrome must be fully included in a general education classroom and provided a four-part test that must be used to evaluate the feasibility of inclusion. The four-part test asks 1. What educational benefits are available to the child with disabilities when supplemented by the appropriate supports? 2. What are the nonacademic (e.g., social) benefits of placement in a general education classroom? 3. What is the effect on nondisabled children? 4. What is the cost?
18.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Inclusion and Case Law (2 of 2) Oberti v. Board of Education of Clementon School District (1993) The judge ruled strongly in favor of the child’s right to receive inclusive education and said, “Inclusion is a right, not a privilege for a select few.”
19.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Knowledge Check Activity 1 What educational reason is cited for the relevance of the Brown v. Board of Education case? a. Race b. Ability c. Landmark case for the inclusion of all children d. Fourteenth Amendment
20.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Knowledge Check Activity 1: Answer What educational reason is cited for the relevance of the Brown v. Board of Education case? Answer: c. Landmark case for the inclusion of all children Case law has played an important role in school reform and in advancing the rights of students with disabilities in the public school system since the Brown v. Board of Education ruling in 1954, where the court found that segregated schools violated the Fourteenth Amendment of the Constitution. Although this case involved race—not ability—it is often noted as a landmark case for the inclusion of all children.
21.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Public Policy and the Gifted • All fifty states have definitions for giftedness • Informs school programs • Federal funds are not allocated for gifted programs • States provide services to children who demonstrate giftedness • Educators continue to try to identify young, gifted children • Giftedness builds on theories of multiple intelligences
22.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Prevention and Federal Legislation (1 of 2) EPSDT (PL 90–248) Early and periodic screening, diagnosis, and treatment • The intent of the law is that low-income children be screened regularly during infancy and the preschool years to prevent (and treat) health problems that could interfere with development VFC Vaccines for children program • The purpose is to prevent childhood diseases such as rubella, mumps, measles, diphtheria, tetanus, and pertussis
23.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Prevention and Federal Legislation (2 of 2) WIC Supplemental food program for women, infants, and children • The law allocates nutrition money to state agencies and to certain Native American tribes. • The funds are to be used to provide healthy foods to low-income pregnant and nursing mothers and to infants and young children at risk for medical problems. CHIP Medicaid and the Children’s Health Insurance Program • It provides medical assistance to low-income families and children with disabilities.
24.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Discussion Activity 2 1. Form several small groups. 2. Select one of the pieces of legislation described in this chapter. 3. Advocate for that law—that is, convince the rest of the class why they should have voted for that law.
25.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Summary (1 of 2) Now that the lesson has ended, you should have learned how to: • Discuss how the early intervention and civil rights movements set the stage for current legislation for individuals with disabilities. • Explain the impact of landmark legislation for people with disabilities. • Identify the components of No Child Left Behind (NCLB) 2001 (PL 107-110), including recent changes made with the enactment of Every Student Succeeds Act (ESSA).
26.
Allen and Cowdery
The Exceptional Child: Inclusion in Early Childhood Education, Ninth Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Summary (2 of 2) Now that the lesson has ended, you should have learned how to: • Highlight the landmark case law for the inclusion of all children. • Provide an overview of public policy and gifted children. • Describe three pieces of legislation designed to prevent developmental disabilities in children.
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