Hardman 12e Chapter 2: Education for All

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Chapter Two
EDUCATION FOR ALL

LEARNING OBJECTIVES
(slide 1 of 2)
2-1 Describe the educational services that were
available to students with disabilities during most
of the 20th century.
2-2 Identify the principal issues in the right-to-
education cases that led to the eventual passage
of the national mandate to educate students with
disabilities.
2-3 Describe special education and related services as
they apply to each of the major provisions of the
Individuals with Disabilities Education Act (IDEA).

LEARNING OBJECTIVES
(slide 2 of 2)
2-4 Discuss the special education referral, assessment,
planning, and placement process.
2-5 Describe what schools should do to assure
accountability for student learning and access to
the general curriculum.
2-6 Distinguish between students with disabilities
eligible for services under Section 504/ADA and
those eligible under IDEA.

A CHANGING ERA IN THE LIVES OF
STUDENTS WITH DISABILITIES
• There is a worldwide call to education for
children with disabilities.
• In the United States, access to education
is a basic value.

2-1 EDUCATIONAL SERVICES FOR
STUDENTS WITH DISABILITIES
• Early Special Education Programs
• Education as a Privilege but not a Right
• Expanding Role of the Federal
Government

2-2 THE RIGHT TO EDUCATION
• Education as a Right not a Privilege
– Brown v. Board of Education of Topeka,
Kansas (1954)
• The right to an education was affirmed in
national legislation and court cases.

2-3 INDIVIDUALS WITH DISABILITIES
EDUCATION ACT (IDEA)
• Zero-exclusion principle: no person can
be rejected from special education or
related services regardless of the nature
or extent of the disability.

2-3a WHAT ARE SPECIAL EDUCATION
AND RELATED SERVICES?
• Special education: specially designed
instruction provided at no cost to parents
in all educational settings.
• Related services: services necessary to
ensure benefit from special education
experiences.

2-3b WHO IS ELIGIBLE FOR SPECIAL
EDUCATION AND RELATED SERVICES?
• Two criteria must be met:
1. Identified as having one of the
disability conditions identified in law.
2. Demonstrated need for specialized
instruction and related services to
receive an appropriate education.

2-3c MAJOR PROVISIONS OF IDEA
1. Free and appropriate public education
(FAPE)
2. Nondiscriminatory and multidisciplinary
assessment
3. Parental safeguards and involvement
4. Individualized education program (IEP)
5. Education in the least restrictive
environment (LRE)

FREE AND APPROPRIATE PUBLIC
EDUCATION (FAPE)
• All identified students with disabilities are
entitled to a free and appropriate public
education to meet their unique needs at
no cost to the parents.
• An appropriate education
– “specially designed instruction and related
services”
– “individually designed”
– “educational benefit”

NONDISCRIMINATORY AND
MULTIDISCIPLINARY ASSESSMENT
• Test students in native language when
possible
• Evaluation procedures are not culturally or
racially discriminatory
• Validated assessment tools
• Team of school professionals use several
pieces of information to formulate
placement decision

PARENTAL SAFEGUARDS AND
INVOLVEMENT (slide 1 of 2)
• Give written consent before initial
assessment
• Give written consent for educational setting
where child will receive special education
and related services
• Request independent assessment if believe
school's assessment is inappropriate, to be
provided at no charge

PARENTAL SAFEGUARDS AND
INVOLVEMENT (slide 2 of 2)
• Participate in committee to consider
assessment, placement, and programming
• Inspect and review educational records
and challenge any inaccurate information
• Request due process hearing concerning
school’s proposal or refusal to initiate or
change identification, assessment,
placement, or provision of FAPE

INDIVIDUALIZED EDUCATION
PROGRAM (IEP)
• Individualized education program (IEP):
written framework for delivering a free and
appropriate education to every eligible
child with a disability.

LEAST RESTRICTIVE
ENVIRONMENT
• Least restrictive environment (LRE):
Students with disabilities are to be
educated with their peers without
disabilities to the maximum extent
appropriate.
• School must develop a continuum of
placements.

Educational Service Options for Students with
Disabilities
Figure 2.1

2-4 REFERRAL, ASSESSMENT,
PLANNING & PLACEMENT PROCESS
• Phase 1: Initiating the Referral
• Phase 2: Assessing Student Eligibility and
Educational Need
• Phase 3: Developing the Individualized
Education Program (IEP)
• Phase 4: Determining the Least Restrictive
Environment (LRE)

2-4a PHASE 1: INITIATING
REFERRAL
• Concern is indicated by parents or school.
• Child study team investigates
coordinated early intervening services.
• If team determines intervening services
are not satisfactory, formal written referral
begins.
• School seeks and receives parents’ written
consent to evaluate eligibility.

2-4b PHASE 2: ASSESSING
STUDENT ELIGIBILTY AND NEED
• Use multidisciplinary/nondiscriminatory
assessment to evaluate eligibility.
• Team reviews assessment information to:
1. Determine eligibility based on disability
classification.
2. Identify special education services.

2-4c PHASE 3: DEVELOPING IEP
• Establishment of IEP team
• IEP team agrees on:
– Student’s present performance levels
– Measurable annual goals
– Skill areas needing special education
– Student access to general education
– Student participation in assessment programs
– Beginning/ending dates for services
– Process to report student progress to parents

2-4d PHASE 4: DETERMINING LRE
• Determine LRE based on two factors:
1.What is the appropriate placement based on
student’s annual goals?
2.Which placement alternative allows student to
be educated with peers who are not disabled
to the maximum extent appropriate?
• Document LRE in IEP
• Parents provide written consent for LRE

2-5 EDUCATING STUDENTS WITH
DISABILITIES IN THE 21ST CENTURY
• A standards-based approach to improving
student achievement under No Child Left
Behind Act (NCLB)
1. Focus on student achievement as primary
measure of school success
2. Emphasis on challenging academic
standards
3. Standards apply to all students

2-6 SECTION 504/ADA AND
REASONABLE ACCOMODATIONS
• 504/ADA applies to students who are not
educationally limited (ineligible for special
education) and protects against
discrimination.
• Entitled to 504/ADA plan to ensure access
to an education comparable to students
who do not have disabilities.

LOOKING TOWARD A BRIGHT
FUTURE
• Every child has the opportunity to learn.
• Improve the results for all students.
• General and special educators have the
knowledge and skills to work
collaboratively with families.

CASE STUDY: YASMEEN
• Background
• Perceptions of behavior
– Family
– School
• Process for referral
• Development of IEP
• Placement issues/LRE

Hardman 12e Chapter 2: Education for All

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