ESE 603 Entire Course NEW

ASH ESE 603 Week 1 Assignment Six Principles of
Idea NEW
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ESE 603 Week 1 Assignment Six Principles of Idea
NEW
This assignment assesses your ability to describe
the components of the Individuals With
Disabilities Education Act as it pertains to special
education practices in the public school setting
and to evaluate the effects of legal mandates that
contribute to the development of compliant
programs, supports and services. This assessment
also supports your achievement of Course

Learning Outcome 2, 3, 4, and 6 and the MASE
Program Learning Outcome 1, 2, 3, 4, 6, and 8.
In this assignment you will demonstrate your
understanding of the weekly learning objectives
“Describe the components of Individuals With
Disabilities Education Act as it pertains to special
education practices in the public school setting”
and “Evaluate the effects of legal mandates that
contribute to the development of compliant
programs, supports, and services.” Additionally,
completion of this assignment represents an
introduction to Course Learning Outcomes 2, 3, 4,
and MASE Program Learning Outcomes 4 and 6.
Federal laws govern the rights of children with
disabilities in the educational setting. The three
most influential and comprehensive statutes
include the Americans with Disabilities Act (ADA),
the Individuals with Disabilities Education Act
(IDEA), and Section 504 of the Rehabilitation Act of
1973 (Section 504). Each federal law has specific

objectives that serve to provide equal access but
were also designed as an independent system or
guidelines that protect the rights of individuals
with disabilities.
According to the Central Florida Parent Center
(2009), the Individuals with Disabilities in
Education Act (IDEA), is grounded in six major
principles:
1.Zero Reject,
2.Free Appropriate Public Education (FAPE),
3.Nondiscriminatory Identification and Evaluation,
4.Least Restrictive Environment,
5.Procedural Safeguards, and
6.Parent Participation.

This federal law provides guidance and a
framework for special education services for
students who meet the specified eligibility criteria
for one or more disabilities.
For students who do not meet the eligibility
criteria for services under IDEA, there are
additional safeguards in place for these children.
Section 504, is a federal civil rights law that
protects against disability discrimination by
requiring schools to remove “barriers from
learning” (Sansberry, 2015, para 4.). Unlike IDEA,
Section 504’s definition is more comprehensive,
including any physical or mental impairment that
“substantially limits one or more major life
activities” (Sansberry, 2015, para. 1.).
Section 504 and IDEA protect a student’s rights to
be provided equal access to education free from
discrimination; however, the American’s with
Disabilities Act (ADA) extends similar protections
outside of the academic setting. These settings
include employment, communication technology,
public services, public accommodations, and other
provisions covered under federal and state law

(ADA, 2015) throughout the lifespan of the person.
Although the ADA has its focus outside of the
school setting, this law provides
nondiscriminatory access to physical structures
and equal access to employment and community
service activities.
Instructions
Using support from your assigned reading, the
Instructor Guidance, and the discussions, write a
paper intended for an audience of parents, general
educators and community leaders who are
interested in learning more about the pivotal
legislation in the field of special education. Use the
following guidelines for creating your written
paper.
Content Expectations
Your paper will:

In at least three paragraphs summarize the main
principles of the IDEA.
In at least two paragraphs articulate the main
purpose of Section 504.
In at least two paragraphs identify the primary
protections of the ADA.
In at least one paragraph compare how the ADA,
Section 504 and the IDEA work in together at the
public school level to eliminate barriers.
In at least one paragraph synopsize the ways the
ADA, Section 504, and the IDEA are uniquely
different in their protection of students with
disabilities in the public school setting.

ASH ESE 603 Week 2 Assignment Case Analysis
Board of Education of the Hendrick Hudson
Central School District v. Rowley NEW
ash/ese-603-week-2-assignment-case-
analysis-board-of-education-of-the-hendrick-
hudson-central-school-district-v-rowley-
recent
ESE 603 Week 2 Assignment Case Analysis Board
of Education of the Hendrick Hudson Central
School District v. Rowley NEW
his assignment assesses your ability to:
1.Determine the impact that current federal
legislation has on the compliant implementation of
special education programs, and

2.Analyze the legal concept “educational benefit.”
This assignment also supports your achievement
of Course Learning Outcome 2, 3, 4 and 5 and the
MASE Program Learning Outcome 1, 2, 3, 4 and 8.
In 1982, Amy Rowley’s parents enrolled their
kindergarten-aged daughter in the Hendrick
Hudson School District in Peekskill New York.
Prior to beginning the school year, the school’s
administration met with her parents to determine
what supplemental services Amy needed, due to
her significant hearing loss, in order provide her
with a Free Appropriate Public Education (FAPE).
She was successful and progressing at the same
pace as her non- disabled peers as she advanced to
the first grade (Wrightslaw, 2015). Her redrafted
annual IEP included the continued use of an
amplification system, a tutor for the deaf and
speech therapy. Amy’s parents also wanted her to
have a full time Sign Language interpreter
included, which the school subsequently denied.

Instructions
Using support from your assigned reading, the
Instructor Guidance, and the discussions, you will
analyze this case to include the following
specifications:
Define in detail each of the words in FAPE (Free,
Appropriate, Public & Education) as it related to
the Individuals with Disabilities in Education Act.
Summarize why the final ruling favored Hendrick
Hudson Central School District’s decision not to
provide Amy Rowley with an interpreter.
Analyze the term “meaningful benefit” as it relates
to the Rowley v. Hendrick case.
Argue for or against the applicability of the
Supreme Court’s final ruling to meet the needs of
students

with disabilities.
Explain how the final ruling affects compliant
implementation of special education programs.

ASH ESE 603 week 3 Assignment Case Analysis
Board of Education, Sacramento City School
District v. Rachel Holland NEW
ash/ese-603-week-3-assignment-case-
analysis-board-of-education,-sacramento-city-
school-district-v-rachel-holland-recent
ESE 603 week 3 Assignment Case Analysis Board of
Education, Sacramento City School District v.
Rachel Holland NEW

ASH ESE 603 Week 4 Assignment When the IEP
Team Meets NEW
ash/ese-603-week-4-assignment-when-the-
iep-team-meets-recent
ESE 603 Week 4 Assignment When the IEP Team
Meets NEW
his assignment assesses your ability to explain the
Individualized Education Program team meeting
process in accordance with the requirements set
forth by the IDEA and to clarify the role of each
legally mandated attendee on the IEP team. This
assessment also supports your achievement of
Course Learning Outcome 2, 3,4, 6 and the MASE
Program Learning Outcome 4, 6, and 8.

The IEP meeting typically has a specific process
that is followed in order to meet required steps as
outlined by IDEA. The video, The IEP Team
Process: Chapter 5- The IEP meeting, simulates an
annual IEP team meeting in progress that begins
with introductions and concludes with the parents
being given a copy of the written documents in
which they are then asked to provide their
signatures indicating consent. To ensure that each
step in the IEP process is being addressed, an
agenda is disseminated before the meeting
officially begins. The written
agenda may also include a copy of meeting ground
rules and the student’s schedule among other
informative items.
Instructions
Read the following brief article, “When the IEP
Team Meets,” which explains the required

elements of the IEP team meeting process as
governed by the IDEA. Using support from this
article, your required course textbook, and the
Instructor Guidance address the following
components:
In at least one paragraph summarize each person’s
role and contribution to Destini’s IEP meeting.
In a total of at least three paragraphs provide the
details of three types of required information that
the IEP
written document must contain at the conclusion
of the meeting.
In at least two paragraphs discuss the typical
procedures that occur during the IEP team
meeting.

In at least one paragraph review the importance of
placing this information in writing.
In at least one paragraph describe the process of
deciding placement.
In at least one paragraph, explain two points of
implementing the child’s IEP according to the
IDEA.
Written Expectations
Syntax and Mechanics: Exhibit meticulous use of
grammar, spelling, organization, and usage
throughout your submission.
Organization: Use the above listed guidelines for
explicit sections/headings within your paper.
Paragraphs: Write at least nine paragraphs (4
pages) that include a topic sentence not including
an
introductory paragraph and a concise conclusion.
Source Requirement: Reference at least three
scholarly sources, which may include your course

textbook and the required article in order to
provide compelling evidence to support your
ideas.
Additional Page Requirement: Your submission
must include a title and reference page.
APA format: All in text citations, page format, and
references must be written in APA 6th edition
format.

ASH ESE 603 Week 5 Assignment Procedural
Safeguards NEW
ash/ese-603-week-5-assignment-procedural-
safeguards-recent
ESE 603 Week 5 Assignment Procedural
Safeguards NEW
This assignment assesses your ability to identify
how the Procedural Safeguards outlined in the
Individuals With Disabilities Education Act (IDEA)
protect the rights and privacy of children with
disabilities. This assessment also supports your
achievement of Course Learning Outcome 2 and
the MASE Program Learning Outcomes 3, 4, and 6

Similar to a Parent’s Bill of Rights, the Procedural
Safeguards are designed to protect the rights of
parents and their children with disabilities. Under
the Individuals With Disabilities Education Act
(IDEA), districts are required to provide the
parent with a written notice at least once per year
containing a full explanation of the protections
available under the IDEA and the corresponding
federal regulations. This notice also explains the
procedures for dispute resolution processes
including mediation and due process hearings.
The Special School District of St. Louis County
Missouri provides parents with a one-page,
“Parents’ Bill of Rights” that summarizes the 31-
page, “Procedural Safeguards Notice” provided by
IDEA that is also offered to the parents (Partners
for Student Success, 2014). Another example of
safeguards that have been written in user- friendly
terms is from New Jersey Department of Education
Parental Rights in Special Education. This
handbook

is separated by subtopics and commonly asked
questions to help parents understand their rights
as integral member of their child’s multi-
disciplinary IEP team.
Knowing that Mr. and Mrs. Marlow, Destini’s
parents, have just made their demand for an
expensive outside agency to provide supplemental
reading support for Destini and that they are not
satisfied with her current grade of a “C” instead of
an “A” you continue to proceed with the IEP team
meeting with the hopes that shared decision
making process resulting in a mutually agreeable
consensus could be established.
However, when you hand Destini’s parent a copy of
the Parents’ Bill of Rights and the Procedural
Safeguards they take a minute to quietly review
both documents; whispering between themselves.
Destini’s mother tells you that she isn’t clear on
the purpose of these two documents, how it

impacts her and her husband, and how it will
influence their daughter’s education.
Using the Parents’ Bill of Rights as a starting point,
create a written submission that:
Elaborates on each of the ten points listed in
parent friendly terms.
Explains how each of the ten points supports the
parents’ right to participate in the Individualized
Education Program team meeting as outlined by
Individuals With Disabilities Education Act.
Relates specific areas in the Parents’ Bill of Rights
that may be specific to meeting Destini’s needs.
Identifies any relevant timeline information for
any of the ten points to help Destini’s parents
make

informed decisions.
Written Expectations
The Procedural Safeguard assignment:
Must be three double-spaced pages in length (not
including title and reference pages) and formatted
according to APA style as outlined in the Ashford
Writing Center.

ASH ESE 603 Week 6 Final Paper Landmark Case
Law Review Honig v. Doe NEW
ash/ese-603-week-6-final-paper-landmark-
case-law-review-honig-v-doe-recent
ESE 603 Week 6 Final Paper Landmark Case Law
Review Honig v. Doe NEW
Throughout this course the founding principles of
the main federal statute, the Individuals With
Disabilities Education Act (IDEA), have been
explored. Specific attention has been given to the
core tenets of this comprehensive law:
1.Free Appropriate Public Education (FAPE),
2.Least Restrictive Environment (LRE),

3.Individualized Education Program (IEP), and the
4.Procedural Safeguards which are designed to
protect the rights of parents and their children
with
disabilities within the public school system.
IDEA’s primary purpose is to assure that students
with disabilities receive sufficient services
throughout their educational career to enable
them to lead productive adult lives.
The IDEA contains several components that are
designed to provide specific rights and protections
to afford parents an equal partnership in the
design and implementation of their child’s IEP.
These procedures also give families and school
systems exclusive mechanisms by which to resolve
their disputes. This means that, for example, a
school system cannot take certain actions with
respect to their child such as formal assessment or
the alteration of their academic placement,
without the express consent of the parent.
Additionally, in providing a free appropriate

public education, students cannot be suspended
from school for more than five consecutive days
for a conduct violation that was a manifestation of
their disability (Honig v. Doe, 2012).
While parents are required to be an integral part
of the decision-making and educational planning
process, they also have their right to disagree with
the recommendations made by the school system.
When a disagreement occurs, certain procedural
safeguards are triggered which are intended to
assist the parties in the successful resolution of the
issue.
The 1988 Supreme Court case Honig v. Doe
involved two boys with disabilities, both of whom
were harshly disciplined by their respective
schools for aggressive behavior displayed at
school. Due to the extreme behaviors exhibited,
the two boys were recommended for expulsion.
They were suspended indefinitely, until which
time the school district completed the expulsion

proceedings. The parents of both boys disagreed
with the unilateral decision of the district
regarding their exclusion from school and as a
result, filed suit against the district.
According to the IDEA, children with disabilities
are legally required to stay in their current
“...educational placements pending the completion
of any review proceedings unless parents and
state or local educational officials agree
otherwise” (Honig v. Doe, 2012, Facts of the Case,
para. 2). The Supreme Court determined that each
boy’s behavior was directly related to their
disabilities; therefore, the school board’s decision
violated the intent of the IDEA.
Summarize the issue surrounding the court case,
the parties involved and the case outcome.

Evaluate the impact of the case ruling on
compliant implementation of special education
programming.
Explain how the legislation, determined by the
final ruling, promotes a collaborative decision-
making process regarding special education
placement and services.
Analyze the ethical and legal conflict regarding
instruction and student placement that was
brought to the forefront as a direct result of this
court case.
Describe how your personal beliefs may have
influenced your judgment and the fairness of the
final court ruling if you were one of the teachers of
John Doe or Jack Smith.

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