This document outlines the key points of a chapter on education for all students. It discusses the historical lack of educational services for students with disabilities, important court cases establishing their right to education, and the passage of laws like the Individuals with Disabilities Education Act and No Child Left Behind Act mandating access to education. The chapter focuses on special education eligibility, individualized planning and services, inclusion and teacher qualifications.

1. Chapter Two
EDUCATION FOR ALL
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2. CHAPTER FOCUS POINTS
Focus 1
What educational services were available to students with disabilities
during most of the 20th century?
Focus 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.
Focus 3
Identify five major provisions of the Individuals with Disabilities
Education Act.
Focus 4
Discuss the special education referral, assessment, planning, and
placement process.
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3. CHAPTER FOCUS POINTS
Focus 5
Identify four principals for school accountability as required in the No
Child Left Behind Act (NCLB). Under IDEA 2004, what must a
student’s IEP include to ensure access to the general curriculum?
Focus 6
What does it mean to be a “highly qualified” teacher as required in NCLB
and IDEA 2004?
Focus 7
Identify three characteristics of evidence-based special education that
enhances learning opportunities for students with disabilities.
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4. CHAPTER FOCUS POINTS
Focus 8
Distinguish between students with disabilities who are eligible for
services under Section 504/ADA and those eligible under IDEA.
Focus 9
Distinguish between the principles of zero tolerance and zero
exclusion in America’s schools.
Focus 10
What are the challenges to making the promises of IDEA and NCLB
a reality?
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5. CASE STUDY: JERALD
 Background
 Perceptions of behavior
 Family
 School
 Process for referral
 Development of Individualized Education Plan
 Placement issues/LRE
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6. ORIGINS OF SPECIAL
EDUCATION
 Early Special Education Programs
 Education as a Privilege but Not a Right
 Expanding the Role of the Federal Government
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7. THE RIGHT TO EDUCATION
 Education as a Right not a Privilege
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8. INDIVIDUALS WITH DISABILITIES
EDUCATION ACT (IDEA)
 What Are Special Education and Related
Services?
 Who Is Eligible for Special Education and Related
Services?
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9. INDIVIDUALS WITH DISABILITIES
EDUCATION ACT (IDEA)
 Major Provisions of IDEA
 A Free and Appropriate Public Education (FAPE)
 Nondiscriminatory and Multidisciplinary Assessment
 Parental Safeguards and Involvement
 The Individualized Education Program (IEP)
 Education in the Least Restrictive Environment (LRE)
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10. INDIVIDUALS WITH DISABILITIES
EDUCATION ACT (IDEA)
 The Special Education Referral, Assessment, Planning, and
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)
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11. CURRENT TRENDS IN THE EDUCATION
OF STUDENTS WITH DISABILITIES
 NCLB and IDEA 2004: From Access to
Accountability
 Standards and School Accountability
 NCLB and IDEA 2004: What It Means to Be a “Highly
Qualified” Teacher
©2011 Cengage Learning.
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12. CURRENT TRENDS IN THE EDUCATION
OF STUDENTS WITH DISABILITIES
 Characteristics of Evidence-Based Special
Education Practice
 Individualization
 Intensive Instruction
 The Explicit Teaching of Academic, Adaptive, and/or
Functional Life Skills
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13. CURRENT TRENDS IN THE EDUCATION
OF STUDENTS WITH DISABILITIES
 Providing Reasonable Accommodations under
Section 504/ADA
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14. CURRENT TRENDS IN THE EDUCATION
OF STUDENTS WITH DISABILITIES
 Safe Schools: Zero Tolerance versus Zero
Exclusion
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15. CURRENT TRENDS IN THE EDUCATION
OF STUDENTS WITH DISABILITIES
 Challenges to making the promises of IDEA and
NCLB a reality
©2011 Cengage Learning.
All Rights Reserved.