The document discusses key legislation in special education including the Education for All Handicapped Children Act, Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. It also covers components of IDEA such as IEPs, FAPE, LRE, and parental rights. Additionally, the document outlines critical education acts like NCLB and their impact on accountability, inclusion, differentiated instruction, and evidence-based practices for students with disabilities.

1. Chapter One:Special EducationJuliannaBurkeySped 413

2. Critical LegislationEducation for All Handicapped Children Act (EHA)Public Law 94-142Passed in 1975Initially authorized funding to the states to assist in the development, expansion and improvement of Special Ed. ProgramsStates had to adhere to provisions in order to receive federal fundsGoal was to provide an appropriate education for special needs studentsName changed to IDEA in 2004

3. Critical LegislationIndividuals with Disabilities Act (IDEA) in 2004Key Components added:Schools must provide a Free Appropriate Public Education (FAPE) for special needs studentsIf unable to furnish, must provide transportation and related services when necessarySpecial needs students are required to have an IEP (Individual Education Program)IEP is a Legal written document formed by the multidisciplinary team, parents and student:Establish learning goals, determine the services the school district must provide to meet those learning goals, and to enhance communication among parents and professional about the student’s programTransition Planning – Must begin before the student reaches the age of 16 (IEP)Coordinated set of activities to help the student for a life after high school based on the student’s needsTransition to postsecondary school, vocational training, employment, adult education, adult services, independent living, community participationAssistive Technology - Schools must assume maintenance or replacement responsibilities for family-owned assistive technologies

4. IDEAKey Components Cont.LRE (Least Restrictive Environment)-Schools must education disabled students in the general education setting as much as possible; explained in the IEPParent and Student Participation:Parental Consent must accompany every decision that affects a child with a disabilityParents must consent to the evaluation of a students education abilities and needs, determination of necessary services, and the placement of their child in special ed.Procedural Safeguards:Parents have the right to educational records, Obtain in IEE (Independent Educational Evaluation), Request a Due Process Hearing, Appeal decisions

5. Section 504Part of the Rehabilitation ActAny student who has a physical or mental impartment that substantially limits one or more major life activity can qualifyCan be short term or long term disabilitiesStudents are able to receive a FAPE

6. ADAAmericans with Disabilities Act passes in 1990Law establishes guidelines for employment, public accommodations, transportation, state and local governmental operations, and telecommunication systemsIndividuals with disabilities are protected against discrimination

7. NCLBNo Child Left Behind passed in 2001Was the reauthorization of the Elementary and Secondary Education Act (ESEA)Intent to better serve special needs students and hold schools more accountable using scientifically based instructionAnnual state standards in language arts and mathematics for ALL STUDENTSSchools must pass AYP (Annual Yearly Progress) in order to receive federal funds. If they do not meet AYP, schools are punished and considered “failing”Funds available for parents to move their children who attend a “failing” school to a better one in order to receive appropriate special educational servicesGoal was to 100% of all students graduate from high school!Set a goal of having all teachers fully qualified by 2006

8. Standard Based EducationWhat is taught in public schools, must be tied to the state-derived content and performance standard that now exist in core subject areas of language arts, mathematics, and sciencePurpose to have a common set of goals and mileposts of all schools in statesBegan in 2001 with passage of NCLB

9. Student AccountabilityDue to passage of NCLB in 2001, ALL public school students must take state standard testsMost students with disabilities will take the regular statewide testsSome students will take the tests using some type of accommodationSome students with more severe needs will be exempt from the regular statewide tests and will take an alternative assessmentMust be documented in their IEP BEFORE they take the standard tests

10. InclusionNot just a physical place, timeSENSE OF BELONGING for ALL CHILDRENBE YOURSELF Accepting Differences Disabled students are not judgedAdults are role models: Children see adults accept everyone, they will do the same

12. UDLUniversal Design for LearningGoals to provide an appropriate challenge for ALL studentsMaterials have a flexible format, supporting transformation between media and multiple representations of content to support all studentsMethods are flexible and diverse enough to provide appropriate learning experience, challenges, and support for ALL studentsAssessment is flexible to provide accurate, ongoing information that helps teachers adjust instruction and maximize learning

13. Differentiated InstructionIntent to maximize each student’s growth and individual success by meeting each students where he/she is, and assisting them in the learning processAllows special needs students to spend more time in general educational settings

14. Evidence Based PracticeDue to NCLB and IDEA: Teacher AccountabilityRequire teachers to use interventions that have evidence that they work with the populations with whom they are being used

15. Diversity ConsiderationsNot all students are the sameTeachers must be sensitive to the diverse needs of their students in order for them to excel in schoolTeachers must be knowledgeable about diversity and develop skills to address the needs of every student

16. Diversity ConsiderationsDimensions of Diversity:CulturalRacial-EthnicSetting (Urban, Migrant)ELLEconomicSexual OrientationIntellectual/CognitiveBehavioralPhysical/Sensory* ONLY 3 align with disabilities

17. IMPORTANCEDisabilities are not always visible. No matter what kind of disability a student has (physical, learning, behavioral) they may need help. In the short time frame students are in school; parents, educators, staff and students must all work together to help every student accomplish their goals while meeting their individual needs.