The intent of the Education for All Handicapped Children Act is to give handicapped children access to a fitting public education that addressed their individual needs. This act then outlines the following six provisions that schools and educators are required to uphold. The first provision is that there must be a zero reject policy. No child with disabilities can be denied their free and appropriate education. The school curriculum has to be individualized for the child for them to be able to meet the certain benchmarks established for the general education classroom. The curriculum should also be specialized for that child so that all of the students are learning together, but they are still staying at, ideally, the same level. This first
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With this provision testing should be appropriate for each child. There should not be any discrimination against children based on their race, cultural background, or ethnicity. This section states that when a child is being tested that someone who is qualified tests him or her and that the test is in the child’s primary language. Evaluations should not just focus on determining a child’s IQ and additionally parents should know how their child is being tested. This section is important because it aims to continue to uphold these ideas of creating a fair playing field for children with handicaps. Teachers must also seriously review and understand this provision because it dictates how they should and should not be evaluating their …show more content…
An IEP is a legal document that must be created for any student with a handicapped or identified disability. This document serves as a tool to indicate what particular services a student needs in their classroom. An IEP team is formed made up of the parent or guardian, a special educator, a regular educator who will be responsible for ensuring the plan is carried out, a principal or administrator, other specialized personnel such as a social worker or school psychologist. The team then works to create a plan for the child that includes their present level of performance, any services that will/must be provided to the child, and annual goals for the child. This can also include information on alternative assessments, the duration of the plan, or any information on transitioning. It is required by the Education for All Handicapped Children Act that this team meet annually, however they can meet more often than that. This provision might be one of the most important aspects of Public Law 94-142 since it ensures communication and collaboration between educators, administration, parents, and specialists, and details goals for the child and provisions that will be taken for them to reach those goals. This document can completely shape a student’s learning and we as educators must understand what goes into an IEP and what role it plays in our teaching because we will certainly serve on
With this provision testing should be appropriate for each child. There should not be any discrimination against children based on their race, cultural background, or ethnicity. This section states that when a child is being tested that someone who is qualified tests him or her and that the test is in the child’s primary language. Evaluations should not just focus on determining a child’s IQ and additionally parents should know how their child is being tested. This section is important because it aims to continue to uphold these ideas of creating a fair playing field for children with handicaps. Teachers must also seriously review and understand this provision because it dictates how they should and should not be evaluating their …show more content…
An IEP is a legal document that must be created for any student with a handicapped or identified disability. This document serves as a tool to indicate what particular services a student needs in their classroom. An IEP team is formed made up of the parent or guardian, a special educator, a regular educator who will be responsible for ensuring the plan is carried out, a principal or administrator, other specialized personnel such as a social worker or school psychologist. The team then works to create a plan for the child that includes their present level of performance, any services that will/must be provided to the child, and annual goals for the child. This can also include information on alternative assessments, the duration of the plan, or any information on transitioning. It is required by the Education for All Handicapped Children Act that this team meet annually, however they can meet more often than that. This provision might be one of the most important aspects of Public Law 94-142 since it ensures communication and collaboration between educators, administration, parents, and specialists, and details goals for the child and provisions that will be taken for them to reach those goals. This document can completely shape a student’s learning and we as educators must understand what goes into an IEP and what role it plays in our teaching because we will certainly serve on