The continuation of legislative support for students with moderate to severe disabilities was demonstrated through the passage of The No Child Left Behind Act (NCLB). The No Child Left Behind Act of 2002, formerly known as the Elementary and Secondary Education Act (ESEA) of 1965, continues to provide federal funding support for students in k-12th grade (David & Cuban, 2010). Funding generated through NCLB targets the closer of the achievement gap, impacting both disabled and non-disabled students. The primary focus of NCLB is driven by four main ideologies, which include stronger accountability measures, flexible funding control, evidenced based teaching practices, and school of choice options for parents (U.S Department of Education, 2004).
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Current legislature acts as a pathway to public education, creating opportunities and granting access. Unfortunately, it does not guarantee optimal learning environments for students with disabilities. Hudson v. Rowley proved to be a significant and historical court case in the 1980s. In a 1982 Supreme Court decision, it was concluded appropriate education was merely granting educational access for students with disabilities and not necessarily establishing educational environments that produce maximum possible achievement (Hallahan & Kauffman, 2002). Much discussion has been centered on what is the best educational environment for students with disabilities. More specially, what educational service delivery model produces optimal results for students with moderate to severe disabilities? A continuum of services options produces a framework for special educational professionals, as an educational placement in the LRE is essential for students with disabilities. A continuum of services can include the following educational programs: general education class, general education classroom with supplemental aids and services, general education class with related services, general education classroom with consultation or collaboration from a special education educator, general education classroom with push in specialized academic
Current legislature acts as a pathway to public education, creating opportunities and granting access. Unfortunately, it does not guarantee optimal learning environments for students with disabilities. Hudson v. Rowley proved to be a significant and historical court case in the 1980s. In a 1982 Supreme Court decision, it was concluded appropriate education was merely granting educational access for students with disabilities and not necessarily establishing educational environments that produce maximum possible achievement (Hallahan & Kauffman, 2002). Much discussion has been centered on what is the best educational environment for students with disabilities. More specially, what educational service delivery model produces optimal results for students with moderate to severe disabilities? A continuum of services options produces a framework for special educational professionals, as an educational placement in the LRE is essential for students with disabilities. A continuum of services can include the following educational programs: general education class, general education classroom with supplemental aids and services, general education class with related services, general education classroom with consultation or collaboration from a special education educator, general education classroom with push in specialized academic