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32 Cards in this Set

  • Front
  • Back
Education of the Handicapped Act (EHA), 1970
minimum requirements for states for special education
allowed for federal funding
Section 504 of the Rehabilitation Act of 1973 (Public Law 93-112)
Prohibited discrimination of those with disabilities
Parent notification and involvement is assured
Education Amendments of 1974 (Public Law 93-380)
Provision added for special education allowing of “full educational opportunities for all handicapped children”
Education for all Handicapped Children Act (EAHCA, 1975) Public Law 94-142
established the framework for special education today
outlined requirements for provision of services, procedural safeguards, and funding mechanisms
frequently revised and updated
Free and appropriate public education (FAPE)
Covered ages 3-21 years (until their 22nd birthday)
Included need for Individualized Education Program (IEP) and least restrictive environment (LRE)- assure that they will receive education in least restrictive environment (this is a child right)
Education for All Handicapped Children Act – Part H (1986) Public Law 99-457
extended the age of eligibility for infants and toddlers who qualified for services
supportive of early intervention
Created ECI
1990 amendments to law 94-142 were made
The law was renamed “Individuals with Disabilities Education Improvement Act” or IDEA
Includes birth to 21
Includes categories of Autism and Traumatic Brain Injury
Adds assistive technology
Americans with Disabilities Act (ADA, Public law 101-336)
signed into law by President George Bush in 1990
furthered scope of illegal discrimination practices in all public accommodations (added wheelchair ramps, handicapped parking, bathrooms)
We are the advocates for people with disabilities
Goals 2000: Educate America Act of 1993 (PL 103-85)
Describes inclusion of children with disabilities in school reform act
Develops 8 national education goals (improving math, writing, etc.)
Ensures that students with disabilities are educated to the maximum extent possible
Improving America’s Schools Act (IASA) 1994 (PL 103-382)
Provides for professional development and lists competencies for all persons providing services (including special education)
Built in continuing education in contracts
IDEA Individuals with Disabilities Education Act
Signed into law in 1997 by President Bill Clinton
Additional laws built on the Education for All Handicapped Children Act (EAHCA Public Law 94-142)
EAHCA established the framework for special education (1975)
Shifted focus from educational access to accountability for educational results
Individuals with Disabilities Education Act Amendments - IDEA 1997 (PL 105-17)
Additional amendments signed in to law by President Bill Clinton
IDEA name was kept but new law number was given: 105-17
Encourages participation of students with disabilities in the general education curriculum
State and district wide assessments
Encourages parental involvement in IEP placement
Assures that communication and assistive technology needs of student are considered
Voluntary mediation rather than attorneys
No cessation of services for disciplinary reasons if related to students disability
FAPE Free Appropriate Public Education Act
The Federal Government shall provide free and appropriate educational services
Set forth in 1975 under EAHCA
State and local educational agencies are mandated to establish procedures to ensure that all children with disabilities have free and appropriate public education
Allows for functional outcomes for successful adulthood (FAPE extends until after high school – until a student’s 22 birthday)
Aspects of IDEA
Full partnership for parents in the decision making processes in special education
Due process, or procedural rights, protections, and safeguards for parents and children
Procedural Safeguards- rights IDEA
Timelines for evaluations
Access to and review of records
Parental involvement and consent- parents have the right to see everything you write
Parental involvement into program development
Procedures for complaints and disagreements
Due Process Hearing IDEA
Occurs when parents and school districts are unable to agree on identification, evaluation, or any other aspects of the Individualized Education Plan (IEP)
Presentation by both parties to an impartial hearing officer
Who works under IDEA?
Speech Language Pathologists
Special Education Teachers
Physical Therapists
Occupational Therapists
Music Therapists
Classroom teachers
Parents
Principals
P.E. teachers
Art teachers
Music Teachers
IDEA- Parent Involvement
A required participant in the IEP meeting
Notifying parents in adequate time for the meeting (usually at least 5 days before a meeting)
Scheduling the meeting on a mutually agreed upon time
Parent input in evaluation
Parent input into goal development
IDEA- Teacher Involvement
Teachers must have access to IEP document
Teachers must be informed of their responsibilities related to the IEP
Teachers must be informed of specific modifications and accommodations they will provide in the classroom
Teachers must assist in the development in the IEP
Attendance and participation of a regular education teacher is mandated in an IEP meeting
People First Langauge
IDEA supports “people first” language
Don’t label a person by their disability:
Child with autism
Persons who stutter
A man with cerebral palsy
Child with Down Syndrome
Free Appropriate Public Education (FAPE)
The Federal Government shall provide free and appropriate educational services
Set forth in 1975 under EAHCA
State and local educational agencies are mandated to establish procedures to ensure that all children with disabilities have free and appropriate public education
Allows for functional outcomes for successful adulthood (FAPE extends until after high school – until a student’s 22 birthday)
FAPE procedures…the child’s rights:
Individualized Educational Program (IEP)
Evaluations are non-discriminatory
Due process hearings are entitled as needed
Parents are involved in IEP
Adequately trained teachers are provided
Access to school records
Entitled to a barrier free school environment
May be included in preschool programs
Parents are able to participate (or notified) in school actions affecting special education programs
FAPE- extra info
Special education services are:
Provided at public expense (parent doesn’t have to pay extra if they qualify)
Meet requirements of IDEA
Include preschool, elementary, and secondary education in the state
Provided in conformity with the IEP
LRE- Least Restrictive Environment
Children with disabilities will be educated with their peers, to the fullest extent possible, who are not disabled.
Tied strongly to “appropriateness” for the individual child
Burden of proof on the school district that the child would receive no educational benefit from the regular classroom
Educational and nonacademic benefit must be basis of placement considerations
Complexity of the disability of the individual child must be considered for program selections
How can LRE and FAPE conflict?
FAPE may at times override LRE when the two conflict
Burden of proof on the school district that the child would receive no educational benefit from the regular classroom
Individuals with Disabilities Education Improvement Act: IDEA 2004
Reauthorization of the current IDEA (1997)
Implementation in July of 2005
Some significant changes noted for SLPs:
New definition of highly qualified special education teachers
Paper reduction
IEP meeting changes
Changes to the Birth – Three program
Early Intervening Services/Response to Intervention offered
Assistive Technology Definition revised
Specific Learning Disabilities redefined
Transition Services more defined
English language learners changes
Documentation/terminology changes
RTI-Response to Intervention
Allows at-risk children to receive additional support without being identified as needing special education
Designed to help children from kindergarten through grade 12 receive help who are not yet identified with a disability but who require additional academic and behavioral supports to be successful in the general education classroom
Assistive Technology- school's responsibility?
Personal use devices are not school responsibility unless they are needed to provide a free and appropriate public education (FAPE)
Requirement for Learning Disability
No longer a requirement for a child to have a severe discrepancy between achievement and intellectual ability in order to be diagnosed as having a specific learning disability
Transition IEPs
Happen before the age of 16
Transition IEPs begin the formal process of planning for work placement and life skills training
PLOPS- Present Levels of Performance
Looking at current level of performance

Grades
Curriculum referenced assessments
TAKS scores
Grade level diagnostic testing
Parent/teacher input
No Child Left Behind Act (NCLB - 2001)
Education reform designed to improve student achievement
Driving force behind all new educational policies
Principle components are:
Accountability for results
Doing what works based on scientific research
Expanding parental options
Expanding local control and flexibility
Highly qualified staff
Purpose of NCLB
The purpose of NCLB is to ensure that all children reach proficiency on state content standards and state assessments
The Act requires all states to implement statewide accountability systems covering all public school and students
Annual testing for grades 3-8 and once for grades 10-12 is required
Annual statewide objectives ensuring all groups of students reach proficiency within 12 years
Accommodations, modifications, and alternate assessments can be used