Impact on Education Timeline

External Influences on Education Timeline

Example

EDUC 673 Curriculum and Methods for Effective Instruction

External Influences on Education Timeline

First Event: 1975

External Influence: Advocacy Group: Council for Exceptional Children

Summary of the Event

The Council for Exceptional Children (CEC) worked with politicians to pass the Education for All Handicapped Children Act (PL94-142) in 1975. This law ensured that disabled students had access to a free and appropriate public education (FAPE) that state and local agencies would be responsible for providing (Henry & Johnson, 2018). This law is more commonly known as the Individuals with Disabilities Act (IDEA) and permits due process for stakeholders to define what constitutes an appropriate education (Orlich et al., 2018). Since this law, there have been multiple court cases to help further define a FAPE. In 1982, the courts decided that PL94-142 mandated only access to a FAPE, but did not required any other educational standards (Henry & Johnson, 2018).

Impact on Education

The impact of the Education for All Handicapped Children Act in 1975 drastically changed the demographics of public education by providing disabled children access to an education in order to increase the quality of life and productivity among children with disabilities (Henry & Johnson, 2018). IDEA protects the rights of children with disabilities and allows all stakeholders to collaborate on the needs and services of students with disabilities. Since this law, state and local agencies have developed eligibility requirements, assessments, and services in order to receive federal funds (Russo, 2019). Classroom teachers are responsible for assisting in identifying children with disabilities, participating in developing Individualized Education Programs (IEPs), adhering to IEP accommodations and goals, and partnering with parents and local agencies to provide the least restrictive environment (LRE) for students with disabilities. While inclusion classrooms, where students with disabilities are taught in classrooms with students without disabilities, are often the LRE, some students with disabilities must be schooled in separate special education classrooms. Because of this, there are numerous special education degrees for teachers to pursue and courses provided at the post-secondary level to assist future and current educators on identifying, assessing, and servicing students with disabilities.

Personal Thoughts on Influence

One of the fundamental reasons why this law passed was due to the premise that an education provides a better quality of life and promotes productivity among citizens (Henry & Johnson, 2018). While I certainly agree with this statement, the reasons to provide an education to children with disabilities goes beyond productivity. God creates life with purpose (Psalm 139:13-16) and He welcomes all to His kingdom (Mark 10:14-15). In 1 Corinthians 12:12-27, Paul uses the analogy of the body to explain all believers. He notes that all body parts have a different form and function; however, each part is necessary for the whole. He encourages the church at Corinth to care for one another as if caring for their own body. If we are created in God’s image (Genesis 1:27), each person has value and worth because God is valuable and worthy. Since God is intentional in His design and welcomes all, as a Christ follower, I should, too. This law allows students with disabilities to be included and valued instead of separated and shunned. I believe that this law assists us with living out God’s word with intention and purpose.

References

Henry, M., & Johnson, H. (2018). The construction of an appropriate education program by Florida administrative law judges pre-Rowley, post-Rowley, and post-IDEA 2004. Power and Education, 10(1), 58–70. https://doi.org/10.1177/1757743818754397

Orlich, D. C., Harder, R. J., Trevisan, M. S., Brown, A. H., & Miller, D. E. (2018). Teaching strategies a guide to effective instruction (11th ed.). Boston, MA: Cengage Learning.

Russo, C. J. (2019). The rights to educational self-determination under the Individuals with Disabilities Education Act.