the students within the different years.
What is Adequate Progress?
Every child, including those with disabilities are eligible for and should be given a free appropriate public education (FAPE) (Osborne, & Russo, 2014; Hardman, Drew, & Egan, 2013). Special education programs, as well as their related services have a duty to ensure that students make significant academic progress on the path to reaching goals and objectives out lined their individualized education plans IEPs (Osborne, & Russo, 2014; Hardman, Drew, & Egan, 2013). Schools are responsible for guaranteeing this through the programs and services they provide. Moreover, schools are also held accountable for student progress though standardized testing; which are ongoing state/national …show more content…
Her family placed her back into public schools for the seventh grade where she was evaluated due to poor performance for a cognitive disability; which resulted in her not qualifying for a learning disability (Zirkel, 1994). However, despite the assessment, Shannon’s grades continued to drop in general education classes, until her family requested her to be reevaluated in the ninth grade; which provided evidence of the presence of a learning disability (Zirkel, 1994). Additionally, an IEP was created for Shannon. Though, Shannon’s family could not agree with the plan’s student placement, and expected yearly student progress goals (Zirkel, 1994). Under the plan she was to be placed in special education classes with other students ranging is emotional behavioral disorders to sever learning disabilities (Zirkel, 1994). Furthermore, her progress goals did not support a substantial enough development of academic skills (Zirkel, 1994). Using the rights outlined in the Individuals with Disabilities Act (IDEA), the family utilize the right to due process; which proved to be a drawn out process (Zirkel,
What is Adequate Progress?
Every child, including those with disabilities are eligible for and should be given a free appropriate public education (FAPE) (Osborne, & Russo, 2014; Hardman, Drew, & Egan, 2013). Special education programs, as well as their related services have a duty to ensure that students make significant academic progress on the path to reaching goals and objectives out lined their individualized education plans IEPs (Osborne, & Russo, 2014; Hardman, Drew, & Egan, 2013). Schools are responsible for guaranteeing this through the programs and services they provide. Moreover, schools are also held accountable for student progress though standardized testing; which are ongoing state/national …show more content…
Her family placed her back into public schools for the seventh grade where she was evaluated due to poor performance for a cognitive disability; which resulted in her not qualifying for a learning disability (Zirkel, 1994). However, despite the assessment, Shannon’s grades continued to drop in general education classes, until her family requested her to be reevaluated in the ninth grade; which provided evidence of the presence of a learning disability (Zirkel, 1994). Additionally, an IEP was created for Shannon. Though, Shannon’s family could not agree with the plan’s student placement, and expected yearly student progress goals (Zirkel, 1994). Under the plan she was to be placed in special education classes with other students ranging is emotional behavioral disorders to sever learning disabilities (Zirkel, 1994). Furthermore, her progress goals did not support a substantial enough development of academic skills (Zirkel, 1994). Using the rights outlined in the Individuals with Disabilities Act (IDEA), the family utilize the right to due process; which proved to be a drawn out process (Zirkel,