Response

Guided Response: Review the posts of your classmates and that of your instructor. Respond to by including a website or scholarly source that endorses, questions, or refutes what you have read regarding the transformation of legislation since the passage of Public Law 94-142. Then, analyze how the resource you selected relates to your peer’s reflection of the impact the development of this law has had in protecting the rights of children with disabilities. Does it contradict what was written? Does it serve as supporting evidence? It is suggested that the resources shared in this discussion prompt be saved in a “link -library” to be used for reference later in the class, future course work and professional practice.

Response 1

Lee Light

According to Project IDEAL (2013), there is a summarization and overview of Special Education law that is always changing which consists of the ability for each state to add regulations to the federal law but not change it. Before public law addressed appropriate education for children with disabilities there were two groups of children, those with disabilities who were excluded from public education and those without disabilities who attended appropriate public education (US Department of Education, 2015). This was addressed in a congressional concern in 1975 known as the Education for All Handicapped Children Act or public law 94-142 in which they wanted to improve how children with disabilities were identified and educated, offer protection to children and families, and evaluate the success of their efforts (US Department of Education, 2015). According to the instructor guidance for week 1, this legislation set many of what we know as current procedures and requirements into motion for equal access for all children in educational environments including those with disabilities.

 IDEA was developed with the design to give parents the ability to problem solve possibilities and to obtain help in gaining fair education for their disabled child (Special Education News, 2009). This then added to other federal acts such as the 504 in 1973 saying no individual can be excluded which helps to fill in a gap offering more support to those who do not qualify for special education under IDEA (Project IDEAL, 2013).  IDEA gave the states a legal requirement to provide free early intervention services and education to children with disabilities from early childhood through high school with the goal that no child be left out of education. Also in 1990 was the ADA or the Americans with Disabilities Act which was a civil rights law for all individuals with disabilities to be given the same rights in every area of life under such pretenses as non-discrimination of race, color, sex, national origin, or religion (US Department of Education, 2015).

Over the years the amendments to the Individuals with Disabilities Act have consistently evolved to give children free appropriate public education in the least restrictive environment and rights that help give them a foundation and prepare them for an independent life and the ability to become employed as they enter society from childhood education (Special Education News, 2009). Further amendments addressed all individuals with disabilities reaching out to every area of life. The amendments added new discipline provisions, IEP contents, and provided mediation to parents prior to the due process hearing. With the Individuals with Disabilities Education Improvement Act; they then defined "highly qualified", removed the short-term objectives requirement, and encouraged the use of the response to intervention model. Each amendment made to IDEA has improved the rights and abilities of those with disabilities and their families whether it be in education or entering into the rest of the working world.

 

Special education law provides for an appropriate and equal public education as intended by the original iteration of the IDEA, public law 94-142 as well as the current governing law. Since the development of Special education law, as stated in the instructor guidance for this week; the result of legislation for children on special education services now are individualized to meet the needs of every child as an individual. This includes free public education and any supplemental aids and services that a child needs to be provided in the least restrictive environment including nondiscriminatory assessment, procedural safeguards, and parent participation.

The impact that the development of these laws has had in protecting the rights of children with disabilities has been instrumental in changing how people view disabilities and the learning capabilities of children. All children can learn and now can access free and appropriate public education in addition to any related service that may assist a child in reaching their educational capabilities while staying in a typical educational environment. The Center for Parent Information and Resources (2019, May 4) explains the term “child with a disability” and defines each Part B developmental disability category. This offers an explanation to parents and families not only about disabilities but how IDEA can support their children if educational performance is adversely affected due to a disability. These laws protect children from being discriminated against due to disability and offer them the same rights as every other individual.

 

References

Center for Parent Information and Resources. (2019, May. 4). Retrieved from http://www.parentcenterhub.org/categories/#asd (Links to an external site.)

 ProjectIDEAL. (2013). Special education law (Links to an external site.) (Links to an external site.) . Retrieved from http://www.projectidealonline.org/v/special-education-law (Links to an external site.)

 

Special Education News. (2009). EHA - Education for all handicapped children act (Links to an external site.) (Links to an external site.) . Retrieved from

http://www.specialednews.com/special-education-dictionary/eha---education-for-all-handicapped-children-act.htm (Links to an external site.)

 

U.S. Department of Education. (2015). Thirty-five years of progress in educating children with disabilities through IDEA-- Pg 10 (Links to an external site.) (Links to an external site.) . Retrieved from http://www2.ed.gov/about/offices/list/osers/idea35/history/index_pg10.html

Response 2

Liz Abott

   IDEA was designed for parents to reach out for help in finding methods to provide their children with disabilities a fair education. As time progressed there have been adjustments made to IDEA. The law is always changing to allow amendments to be added rather than changing the law. There are safety measures within the IDEA that protects the rights of the children and families with disabilities. Such measures as written permission before a placement and parent involvement in meetings such as IEP. The confidentiality is protected for the families and the children. Children are entitled to a fair education and should get and have the best experience in learning the skills and tools to improve their quality of life (Osborne & Russo, 2003).

                Over the years the amendments to the Individuals with Disabilities Act have consistently evolved to give children free appropriate public education in the least restrictive environment and rights that help give them a foundation and prepare them for an independent life and the ability to become employed as they enter society from childhood education (Special Education News, 2009). There are now amendments in place to provide early intervention for infants and toddlers with disabilities. With the protection and laws in place for our children with disabilities, they are now receiving the modifications needed to join peers in the classroom, such as visual aids, hearing devices, and technology that will allow a fair education.

                From a personal experience the impact these laws have had on protecting our children is tremendous. As a child with a disability attending public school was not a great experience. I was labeled, judged, and there were no modifications provided for me while I was in school. I can remember times that I received a low grade in gym class because I could not complete certain activities like my peers could. I felt ashamed because, my grade should not had been based on what peers could do, instead there should have been an alternate activity based on my abilities. With the new laws, amendments, and protection for our children they will have the necessary resources, aids, and modifications to ensure they are being treated fairly.  They will hopefully never be ashamed of themselves because of their disability.

 

 

References Osborne, A. G., & Russo, C. J. (2003). Special education and the law: A guide for practitioners (3rd ed.). Thousand Oaks, CA: Corwin Press.

 

Special Education News. (2009). EHA - Education for all handicapped children act (Links to an external site.) (Links to an external site.) (Links to an external site.) . Retrieved from

http://www.specialednews.com/special-education-dictionary/eha---education-for-all-handicapped-children-act.htm

Response 3

Dot sanders

summarize how the amendments of IDEA addressed the progressive improvements of special education in meeting the needs of children with disabilities.

If I recall, IDEA allows for students with disabilities to obtain a free education within the least restrictive environment.  IDEA mandates that schools adapt instructional curricula to meet the individual needs of each student with a disability (June 2018).  In my previous class several classes back, if I recall as well, under IDEA, a child is able to begin services at age 3 and continue through the age of 21 or the end of high school.  Without IDEA, students whom have disabilities could/would be considered outcasts and would most likely not be taught to the best of their ability.  Under IDEA there are Thirteen different categories, and a special needs student must come under at least one of those categories to be considered for the program. 

Then, explain how special education law provides for an appropriate and equal public education as intended by the original iteration of the IDEA, Public Law 94-142, as well as the current governing law.

 

94-142 guaranteed a free appropriate public education to each child with a disability (November 2010).  This particular law had several benefits for students.  There was a dramatic, positive impact on millions of children with disabilities in every state and each community across the country (November 2010).  Under this law, children are able to receive instruction in a normal classroom which would be considered a least restrictive environment. 

 

 Complete your initial post by reflecting on the impact that the development of these laws have had in protecting the rights of children with disabilities.

I feel without these laws, children today, my children wouldn’t have a chance, and would be pushed a side because they were different.  By having these laws such as No Children Left Behind, I feel it forces the educational community to pull together, to give each student within the classroom setting the best possible option at succeeding. 

 

 

Individuals with Disabilities Education Ace (IDEA) August 2017

https://www.apa.org/advocacy/education/idea (Links to an external site.)

U.S. Department of Education (November 2010)

https://www2.ed.gov/about/offices/list/osers/idea35/history/index_pg10.html