Special Education Case Study

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Federal Law on Special Education
Children with special needs who are in public schools are usually taken care of by laws from the IDEA that is individuals with disabilities education act, the section 504 of the rehabilitation act of 1973 and the Family Educational and Privacy Rights Act. These children are supposed to be provided for with free and appropriate education from the schools. (Murdick, par 1)
The children with special needs that are to receive these services from the federal government are usually determined after the parent or guardian of the child with a special need writes a request for evaluation of whether his or her child can receive special education. In the parent’s or guardian’s request, the problems of the child should
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• A provision referred to as “stay put”. This ensures that a child receiving special education continues to receive the normal services in the case of an ongoing IEP disagreement. (Aron, par 16)
• (FAPE) this stands for free and appropriate public education in an (LRE) least restrictive environment. An LRE is usually a normal classroom for kids who have disabilities. (Aron, par 15)
• Safeguards that are procedural and clearly state what the school is allowed to do and what they are not allowed to do in the event of evaluation and provision of special education and any related support service such as therapy. These are aimed at protecting the rights of the special students. (Aron, par 17)
• Have separate due processes for resolving any disagreements that may arise between the parents and the school. (Aron, par 18)
It has been noted that most of the provisions that are supposed to be availed to the children with disabilities are rarely adhered to by the schools that receive funding from the government. This is mostly common in the public schools and it has been attributed to lack of proper funding from the government and the recent budget
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This congressional sequestration led to a reduction of federal funding by 9.1%. Out of this 9.1%, education for special children was also affected making the already low contribution of the federal government on special education drop even further. (Bishop, par 2)
The effect of these is the public schools end up offering education that is not appropriate for the special needs children. A research on the office of administrative hearings showed that since 2010, there have been more than 10,000 cases in the court of families with special needs children who are not receiving the appropriate education. These represent only a small fraction of children with problems with the system. From the same records, it was observed that only 1 in 3 families that file for the cases actually go forward with filing for the violation of a due process. (Bishop, par 12)
This low number is attributed to the large financial implications that are associated with any court proceeding. Paying the lawyers and the whole process ends up draining most of the parents of these students with special

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