This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
Legal bases of special and inclusive educationFlipped Channel
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children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
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children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
Educational Placement in Special EducationJewel Jem
Educational Placements in Special Education, Where to put the students in the Special Education Program, Placement of Education within the pupils of the Special Education Program
Inclusive education system in Sped Philippine SettingAlletMicaSTAANA
Inclusive Education law in the Philippines
definition and teaching strategies for disabilities under Special Education
Competencies of an Inclusive Teacher
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
Meaning, Definition, Characteristics, Causes or Factors Affecting Giftedness, Types of Giftedness, Tools for Identification and Assessment of Giftedness.
Educational Placement in Special EducationJewel Jem
Educational Placements in Special Education, Where to put the students in the Special Education Program, Placement of Education within the pupils of the Special Education Program
Inclusive education system in Sped Philippine SettingAlletMicaSTAANA
Inclusive Education law in the Philippines
definition and teaching strategies for disabilities under Special Education
Competencies of an Inclusive Teacher
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
Week 1 Electronic Resource Categories of Disability Under IDEA.docxcelenarouzie
Week 1 Electronic Resource
Categories of Disability Under IDEA
The nation’s special education law is called the Individuals with Disabilities Education Act, or IDEA. As part of making special education and related services available to children with disabilities in the public schools, IDEA defines the term “child with a disability.” That definition includes specific disability terms, which are also defined by IDEA, as this webpage describes
The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. The definitions of these specific disability terms from the IDEA regulations are shown beneath each term listed below. Note, in order to fully meet the definition (and eligibility for special education and related services) as a “child with a disability,” a child’s educational performance must be adversely affected due to the disability.
1. Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below.
A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.
2. Deaf; Blindness: means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
3. Deafness means a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.
4. Developmental Delay: for children from birth to age three (under IDEA Part C) and children from ages three through nine (under IDEA Part B), the term developmental delay, as defined by each State, means a delay in one or more of
Week 1 Electronic Resource
Categories of Disability Under IDEA Page 2
the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development
5. Emotional Disturbance: means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
(a) An inability to learn that cannot be explained by intellectual, senso.
Mental Health & Learning Strategies for Twice Exceptional 2e ChildrenLeila Pirnia
Summary of what it means to be twice exceptional: being gifted and having a learning disability or processing weakness, including autism spectrum disorder, ADHD, sensory processing disorder, dyslexia and many others. This presentation discusses 2e children, how they may present in the classroom, how their giftedness or disabilities may be masked by compensating techniques and how best to serve them from a teacher's perspective and a mental health or therapist's perspective.
Week 1 Discussion Explaining it ClearlyThis discussion is your o.docxjessiehampson
Week 1 Discussion Explaining it Clearly
This discussion is your opportunity to demonstrate your understanding of the objective: Define relevant terms specific to academic and legal concepts for students with mild to moderate disabilities. The discussion represents your understanding of the Course Learning Outcome 1 and the MASE Program Learning Outcomes 1 and 6. In addition to reviewing the Required and Recommended Resources and Instructor Guidance for Week One, prepare for this discussion by considering the following scenario:
Imagine that you are walking into your very first classroom as a new special education teacher. You will be working closely with Mr. Franklin, the general educator who has been in the education field for over ten years. In your “co-teaching” environment, Mr. Franklin and you will be delivering instruction to the entire class, which is comprised of 28 students in the classroom with seven students identified as having specialized academic and/or behavioral needs. This type of classroom is considered an inclusive setting, where students of the same age are educated together with multiple types of differentiation of the instruction occurring based on the students’ individualized needs. In an inclusive environment such as this, there will be some students who are formally identified as having specialized academic and/or behavioral challenges.
Some of these students may be falling behind in their academics. Others may not appear engaged in the classwork or homework activities. Yet others may appear to have a bad attitude. As co-teachers, you will both be responsible to collaboratively create and deliver instruction to meet the students’ needs.
Before the school year officially begins, you meet with Mr. Franklin to discuss the each of your roles within the co-teaching environment. It was discussed that Mr. Franklin will be expert of the instructional content and your role as the specialist will be to help students access the information at their own levels.
During this meeting, Mr. Franklin admits that he has never been partnered with someone who understands students with special needs. He states he has not co-taught before and doesn’t understand what is expected specific to the students with specialized learning needs. He asks you to explain some of the terms and acronyms he’s heard before because he’s not sure what they mean, including the Individuals with Disabilities Education Act (IDEA) and the Individualized Education Program (IEP).
As the special educator, part of your job is to explain each of these terms in a way that Mr. Franklin will understand along with providing authentic examples to support the definition you have provided.
Initial Post: Create an initial response that defines at least five terms specific to academic and legal concepts that apply when working with students with mild to moderate disabilities. With each definition provide an example that includes support from the readings and the In ...
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Introduction to Special Education- Nature, Theories and Concepts
1. Introduction to Special
Education : Nature,
Theories, and Concepts
Presenter:
Mr. Juanito Q. Pineda
MASE 401
August 2017
Al-Khobar, Kingdom of Saudi Arabia
Presented to:
Dr. Lolita Dionisio-Serrano
University of Perpetual Help Dalta (UPHD)
Las Piñas City, Philippines
2. Content Outline:
• Definition of Special
Education (SpEd) and SpEd
Related Concepts
• Legal Bases of Special
Education Based on IDEA
2004, ESSA, Magna Carta
RA7277 DECS Order No.
26, S. 1997, and Other
Legislations
• History and Development of
Special Education in Global
and International Setting
3. Objectives: At the end of the presentation,
you are expected to:
• Define Special Education (SpEd) and
differentiate SpEd Related Concepts
• Explain the Legal Bases of Special Education
Based on IDEA 2004, ESSA, Magna Carta
RA7277 DECS Order No. 26, S. 1997, and
Other Legislations
• Recapitulate the History and Development of
Special Education in Global and International
Setting
5. Special
Education is a
broad term
that describes a
wide
variety of
instructional
services that are
based on a
child’s individual
needs.
6. According to IDEA* Sec. 200.39, “special
education means specially designed
instruction, at no cost to the parents, to meet
the unique needs of a child with a disability,
including—
instruction conducted in the classroom, in the
home, in hospitals and institutions, and in
other settings; and instruction in physical
education.”
*IDEA- Individuals with Disabilities Education Act
7. Special education includes each of the
following:
1) speech-language pathology services,
or any other related service*
2) travel training; and
3) vocational education
*Refer to the next slides.
8. *Other Related Services:
• speech-language pathology and audiology
services
• interpreting services
• psychological services
• physical and occupational therapy
• recreation
o therapeutic recreation
o early identification
o assessment of disabilities in children
9. *Other Related Services:
• counseling services
orehabilitation counseling
oorientation
• mobility services
• medical services for diagnostic or evaluation purposes
• health services
• school nurse services
• social work services in schools
• parent counseling and training
10. Definition of SpEd Related Concepts
Disability Terms…
• Autism means a developmental disability significantly affecting
verbal and nonverbal communication and social interaction,
generally evident before age three, that adversely affects a child’s
educational performance.
• Deaf-blindness means concomitant hearing and visual
impairments, the combination of which causes such severe
communication and other developmental and educational needs
that they cannot be accommodated in special education programs
solely for children with deafness or children with blindness.
• Deafness means a hearing impairment that is so severe that the
child is impaired in processing linguistic information through
hearing, with or without amplification that adversely affects a
child’s educational performance.
11. Disability Terms…
• Emotional disturbance means a condition exhibiting one or more of
the following characteristics over a long period of time and to a
marked degree that adversely affects a child’s educational
performance:
o (A) An inability to learn that cannot be explained by intellectual, sensory, or
health factors.
o (B) An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers.
o (C) Inappropriate types of behavior or feelings under normal circumstances.
o (D) A general pervasive mood of unhappiness or depression.
o (E) A tendency to develop physical symptoms or fears associated with
personal or school problems.
• Emotional disturbance includes schizophrenia.
12. Disability Terms…
• Hearing impairment means an impairment in hearing, whether
permanent or fluctuating, that adversely affects a child’s
educational performance but that is not included under the
definition of deafness in this section.
• Intellectual disability** means significantly subaverage general
intellectual functioning, existing concurrently with deficits in
adaptive behavior and manifested during the developmental
period, that adversely affects a child’s educational performance.
• Multiple disabilities means concomitant impairments (such as
intellectual disability-blindness or intellectual disability-orthopedic
impairment), the combination of which causes such severe
educational needs that they cannot be accommodated in special
education programs solely for one of the impairments. Multiple
disabilities does not include deaf-blindness.
**Prior to October 2010, IDEA used the term “mental retardation.” In October 2010, Rosa’s Law was signed into law by President
Obama. Rosa’s Law changed the term to be used in future to “intellectual disability.” The definition of the term itself did not change, only
the term to be used (now “intellectual disability”).
13. Disability Terms…
• Orthopedic impairment means a severe orthopedic impairment
that adversely affects a child’s educational performance. The term
includes impairments caused by a congenital anomaly,
impairments caused by disease (e.g., poliomyelitis, bone
tuberculosis), and impairments from other causes (e.g., cerebral
palsy, amputations, and fractures or burns that cause
contractures).
• Other health impairment means having limited strength, vitality,
or alertness, including a heightened alertness to environmental
stimuli, that results in limited alertness with respect to the
educational environment, that—
• (i) is due to chronic or acute health problems such as asthma, attention
deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy,
a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic
fever, sickle cell anemia, and Tourette syndrome; and
• (ii) adversely affects a child’s educational performance.
14. Disability Terms…
• Specific learning disability—Specific learning disability means a
disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written,
that may manifest itself in the imperfect ability to listen, think,
speak, read, write, spell, or to do mathematical calculations,
including conditions such as perceptual disabilities, brain injury,
minimal brain dysfunction, dyslexia, and developmental aphasia.
• Disorders not included. Specific learning disability does not include learning
problems that are primarily the result of visual, hearing, or motor disabilities,
of intellectual disability of emotional disturbance, or of environmental,
cultural, or economic disadvantage.
• Speech or language impairment means a communication disorder,
such as stuttering, impaired articulation, a language impairment,
or a voice impairment, that adversely affects a child’s educational
performance.
15. Disability Terms
• Traumatic brain injury means an acquired injury to the brain
caused by an external physical force, resulting in total or partial
functional disability or psychosocial impairment, or both, that
adversely affects a child’s educational performance. Traumatic
brain injury applies to open or closed head injuries resulting in
impairments in one or more areas, such as cognition; language;
memory; attention; reasoning; abstract thinking; judgment;
problem-solving; sensory, perceptual, and motor abilities;
psychosocial behavior; physical functions; information processing;
and speech. Traumatic brain injury does not apply to brain injuries
that are congenital or degenerative, or to brain injuries induced by
birth trauma.
• Visual impairment including blindness means an impairment in
vision that, even with correction, adversely affects a child’s
educational performance. The term includes both partial sight and
blindness.
16.
17. IDEA is an acronym for the Individuals with Disabilities
Education Act, USA’s special education law. IDEA was
first passed in 1975, where it was called the Education
for All Handicapped Children’s Act. Every few years, the
law has been revised (a process called reauthorization).
The most current version of IDEA is Public Law 108-
446, passed in 2004 and called the “Individuals with
Disabilities Education Improvement Act of 2004.” It’s still
most commonly referred to as IDEA, or IDEA 2004 (to
distinguish it from other reauthorizations). Final
regulations for IDEA 2004 were published in 2006.
18. The Individuals with Disabilities Education Act (IDEA) is a
law that makes available a free appropriate public education
to eligible children with disabilities throughout the nation
and ensures special education and related services to those
children.
The IDEA governs how states and public agencies provide
early intervention, special education, and related services to
more than 6.5 million eligible infants, toddlers, children, and
youth with disabilities.
19. Under IDEA’s legislation, all states receiving federal
funding must:
• Provide all students with disabilities between the ages of three and 21 with
access to an appropriate and free public education
• Identify, locate and evaluate children labelled with disabilities
• Develop an Individualized Education Program (IEP) for each child
• Educate children with disabilities within their “least restrictive environment.”
This environment is ideally with their typically developing peers, but is
dependent on individual circumstances
• Provide those students enrolled in early-intervention (EI) programs with a
positive and effective transition into an appropriate preschool program
• Provide special education services for those children enrolled in private schools
• Ensure teachers are adequately qualified and certified to teach special
education
• Ensure that children with disabilities are not suspended or expelled at rates
higher than their typically developing peers
20. The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10,
2015, and represents good news for our nation’s schools. This bipartisan measure reauthorizes
the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national
education law and longstanding commitment to equal opportunity for all students.
The new law builds on key areas of progress in recent years, made possible by the efforts of
educators, communities, parents, and students across the country.
21. ESSA includes provisions that will help to ensure success for students and schools. Below are
just a few. The law:
• Advances equity by upholding critical protections for America's disadvantaged and high-
need students.
• Requires—for the first time—that all students in America be taught to high academic
standards that will prepare them to succeed in college and careers.
• Ensures that vital information is provided to educators, families, students, and communities
through annual state-wide assessments that measure students' progress toward those high
standards.
• Helps to support and grow local innovations—including evidence-based and place-based
interventions developed by local leaders and educators—consistent with our Investing in
Innovation and Promise Neighborhoods
• Sustains and expands this administration's historic investments in increasing access to high-
quality preschool.
• Maintains an expectation that there will be accountability and action to effect positive
change in our lowest-performing schools, where groups of students are not making progress,
and where graduation rates are low over extended periods of time.
22. DO 26, s. 1997 - Institutionalization
of SPED Programs in All Schools
23. DO 26, s. 1997
In support to the implementation of the
Republic Act 7277 (Magna Carta for Disabled
Persons) and to achieve the target set for the
Asian and Pacific Decade of Disabled Persons
(1993-2002) that 75% of the 4 million
children with disabilities should be provided
equal educational opportunities, special needs
education shall be institutionalized in all
schools.
24. DO 26, s. 1997
The Institutionalization aims to provide
access to basic education among children with
special needs, namely, the gifted/talented, the
mentally retarded, the visually impaired, the
hearing impaired, the orthopedically
handicapped, the learning disabled, the speech
defectives, the children with behavior problems,
the autistic children and those with health
problems through the formal system and other
alternative delivery services in education.
25. The following are the guidelines which shall be observed in
the institutionalization of special needs education:
• All divisions shall organize at least one SPED Center which will
cater to children with special needs. Programs organized shall
adopt the inclusive education concept or the different types of
SPED programs suited to the needs of the learners. The Center
shall function as a Resource Center:
- to support children with special needs integrated in regular
schools;
- to assist in the conduct of in-service-training
- to produce appropriate teaching materials; and
- to conduct continuous assessment of children with special
needs.
School divisions shall appropriate funds for the aforementioned
activities.
26. • All districts shall organize SPED programs in schools where there
are identified children with special needs. Assistance from existing
SPED Center shall be sought in the assessment of the children with
special needs and in the orientation or training of the regular
teachers to help these students. Teachers and administrators who
have had trainings in SPED shall be identified and their expertise
tapped.
• Local trainings at the regional, division and district levels shall be
initiated and conducted by the identified Regional Trainers in
Special Education.
• To sustain the continuing interest of supervisors, administrators
and teachers in the implementation of the SPED programs,
incentives shall be planned and provided for.
• To ensure that the education of children with special needs is an
integral part of the educational system, an annual allocation for
extension position shall be provided for SPED teachers.
27. DO 38, s. 2015 - Guidelines on the Utilization of Support Funds for the Special
Education (SPED) Program
DO 46, s. 2014 - Guidelines on the Implementation of the Alternative Learning
System for Persons With Disability (ALS for PWD) Program
DO 98, s. 2011 - Revised Guidelines on the Utilization of the Financial Support
Fund to the Secondary Schools Special Education (SPED) Program
DO 85, s. 2011 - Amendment to DepEd Order No. 69, s. 2011 (Guidelines on
Sustaining Special Education at the Elementary Level)
DO 77, s. 2011 - Moving the Disability Agenda Forward
DO 53, s. 2008 - Maximization of Trained Teachers and Administrators in Special
Education
DO 6, s. 2006 - Policies and Guidelines for Special Education at the Secondary Level
DO 11, s. 2000 - Recognized Special Education (SPED) Centers in the Philippines
DO 26, s. 1997 - Institutionalization of SPED Programs in All Schools
DO 1, s. 1997 - Organization of a Regional SPED Unit and Designation of Regional
Supervisor In-Charge of Special Education
DO 14, s. 1993 - Regional Special Education Council
DO 87, s. 1992 - Utilization of Three Special Education Publications
DO 117, s. 1987 - Policies and Guidelines for Special Education
Department Orders Related to Special Education in the Philippines
29. Prominent Personalities in the Development
of Special Education
• 1775- 1838 : Jean Marc Gaspard Itard
• 1787- 1851 : Thomas Hopkins Gallaudet
• 1801- 1876 : Samuel Gridley Home
• 1802- 1887 : Dorothea Dix
• 1844- 1924 : G. Stanley Hall
• 1866- 1936 : Anne Sullivan Macy
30. 1965
Congress adds Title VI to
the Elementary and
Secondary Education Act
of 1965 creating a Bureau
of Education for the
Handicapped (this bureau
today is called the Office
of Special Education
Programs or OSEP).
Two significant supreme
court decisions [PARC v.
Pennsylvania (1972) and
Mills v. D.C. Board of
Education (1972)] apply the
equal protection argument
to students with
disabilities.
Timeline of Special Education History
1972 1973
Section 504 of the
Rehabilitation Act of
1973 is enacted into
statute. This national
law protects qualified
individuals from
discrimination based on
their disability.
1974
The Family Educational
Rights and Privacy Act
(FERPA) is enacted.
31. 1975
The final federal
regulations of EAHCA
are released.
Timeline of Special Education History
1977 1986
The EAHCA is amended
with the addition of the
Handicapped Children’s
Protection Act.
1990
The Americans with
Disabilities Act (ADA)
is enacted.
The Education for All
Handicapped Children
Act (EAHCA) is
enacted. This was also
known as P.L. 94-142.
Today we know this law
as the Individuals with
Disabilities Education
Act (IDEA).
32. 1990
IDEA reauthorized
Timeline of Special Education History
1997 2001
No Child Left Behind is
enacted.
2004
IDEA reauthorized
The EAHCA is amended
and is now called the
Individuals with
Disabilities Education
Act (IDEA).
33. 1965
Elementary and
Secondary Education Act
of 1965
Educating students with
disabilities is still NOT mandated
by federal or state law. However,
creation of the Bureau signified
that a change was on the
horizon.
The courts take the position that
children with disabilities have an
equal right to access education as
their non-disabled peers. Although
there is no existing federal law that
mandates this stance, some
students begin going to school as
a result of these court decisions.
Impacts of the Historical Events
1972 1973
Section 504 of the
Rehabilitation Act of
1973
This national law was
enacted with little
fanfare. Most educators
were not aware that this
applied to public
schools.
1974
Family Educational
Rights and Privacy Act
(FERPA)
Parents are allowed to
have access to all
personally identifiable
information collected,
maintained, or used by
a school district
regarding their child.
[PARC v. Pennsylvania
(1972) and Mills v. D.C.
Board of Education (1972)
34. 1975
The final federal
regulations are enacted
at the start of the 1977-
1978 school year and
provide a set of rules in
which school districts
must adhere to when
providing an education
to students with
disabilities.
1977 1986
Handicapped Children’s
Protection Act
This amendment makes
clear that students and
parents have rights
under EAHCA (now
IDEA) and Section 504.
1990
ADA adopts the Section
504 regulations as part
of the ADA statute. In
turn, numerous “504
Plans” for individual
students start to
become more common
place in school districts.
Education for All Handicapped
Children Act (EAHCA)
Before 1975, children with
disabilities were mostly denied
an education solely on the basis
of their disabilities. EAHCA,
along with some key supreme
court cases, mandated all school
districts to educate students with
disabilities.
Impacts of the Historical Events
Final federal
regulations of EAHCA
Americans with
Disabilities Act (ADA)
35. 1990
This amendment calls
for students with
disabilities to be
included in on state and
district-wide
assessments. Also,
Regular Education
Teachers are now
required to be a member
of the IEP team.
1997 2001
No Child Left Behind
This law calls for all
students, including
students with
disabilities, to be
proficient in math and
reading by the year
2014.
2004
IDEA reauthorized
This amendment calls for many
changes to the old law. One of the
biggest was the addition of
transition services for students
with disabilities. School Districts
were now required to look at
outcomes and assisting students
with disabilities in transitioning
from high school to
postsecondary life.
Impacts of the Historical Events
EAHCA with
Disabilities
Education Act
(IDEA).
IDEA reauthorized
There are several changes from the 1997
reauthorization. The biggest changes call
for more accountability at the state and
local levels, as more data on outcomes is
required. Another notable change involves
school districts providing adequate
instruction and intervention for students to
help keep them out of special education.
37. References:
1. Klose, Laurie Mcgarry PHD. Special Education: A Guide for Parents. 1- 4. [Online]
Available:https://webcache.googleusercontent.com/search?q=cache:FhOSaDodb7gJ:https://
www.nasponline.org/Documents/Resources
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