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A paper on Individuals with Disabilities Education Act
"The Individuals with Disabilities Education Act (IDEA), U.S. Public Law 101-476, mandates
Development and implementation of IEP
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“The Individuals with Disabilities Education Act (IDEA)1 is unique in providing an elaborate system of procedural due process safeguards to ensure that students with disabilities are properly identified, evaluated, and placed according to its dictates” (Osbourne & Russo, 2014, p. 117). We have procedural safeguards when working in special education ARD meetings. We read assurances at the end of each ARD making sure parents understand that our goal is to ensure all special education children are included with general education children to the maximum extent possible based on individual needs. We ensure that parents understand that they have the right to agree to (as well as decline) a special education evaluation. To make them more effective,
2.Facts: This case was originally presented before the district court of Colorado in 1993 on behalf of the parents of Gregory Urban, a seventeen-year-old teen with severe mental disabilities. Gregory and his parents moved to Evergreen, Colorado in 1991. The parents wanted Gregory to go to Evergreen High School but the school district placed him at Golden High School where he participated in support services for children with severe disabilities. The support services at Golden High School were not available at Evergreen High. After the development of Gregory’s IEP his parents voiced objections to what they believed constituted violations of Gregory’s right to a free and appropriate public education. These violations included placement of Gregory outside his neighborhood school and failure to stipulate transition services in his IEP. After initially participating in the IDEA administrative process the parents filed a case with the district court claiming the school district violated Gregory’s rights under IDEA and ADA. The court ruled in favor of the school district by rejecting
General education high school teacher, Michael Withers, failed to comply with his student’s Individual Education Plan (IEP). D.D. Doe’s IEP required tests to be read orally. Despite knowledge of this IEP and being instructed to follow the IEP by the superintendent, school principal, special education director, and special education teacher, Withers still refused to make the accommodations for D.D.’s handicapping condition. As a result, D.D. failed the history class. His parents filed charges against Withers, arguing that D.D was not afforded the right to a Free and Appropriate Public Education (FAPE) promised to all students by the Individuals with Disabilities Education Act (IDEA). They also filed a claim for injuctive relief against the Taylor County Board of Education to enforce the laws that protect handicapped students.
This means that children with all different types of a disability are accessible to public education and learning through professional educators and through their peers. Another important legislation that has been established in 1975 is the Individuals with Disabilities Education Act (IDEA) that includes all ages of children and their rights to learn. Both of these movements helped shape what special education is today and assisted in bringing inclusion into the classroom. They both made it possible for students with disabilities to be integrated into general education classrooms, while getting the assistance they need as well. These acts are what made it possible into what my field of study is and I intend to push the boundaries of getting my future students in these general education classrooms and making them feel apart of something
Parents have the right to be included in placement decisions, IEP developments, and evaluations. Schools should collaborate and communicate consistently with family members due to the fact they know their child better than anyone else and can be a powerful resource, as well as an advocate, for their development and education (American Foundation for the Blind, 2015). Furthermore, information regarding a student’s disability is highly confidential. IDEA clarifies that such information may be shared with only individuals who are working directly with the student (Friend, 2014).
The Individuals with Disabilities Act is a federal funding statute that provides "financial aid to states in their efforts to ensure adequate and appropriate services for disabled children." IDEA seeks to improve the educational results for children with disabilities. It also provides guidelines for determining what related services are necessary and outlines a "due process" procedure to make sure these needs are adequately met. According to the IDEA, all children must be educated in the least restrictive environment.
Parents play a critical role in the planning of educational programs for their children. In efforts to increase parental involvement, instructions were added to the Individuals with Disabilities Education Act (IDEA) that mandated active parental participation during the preparation of Individualized Education Programs (IEPs). According to Lo (2008), when IDEA was reauthorized in 2004, additional parental rights were added that required the attendance of parents and every member of an IEP Team, unless both the parent and school agree to an absence and document that agreement in writing. That mandate emphasizes the importance of parental participation in educational programming for their children.
Disproportionate identification of minority students in special education is a major concern in schools today. This paper describes the issues in the assessment process with minority students and how we have arrived at a situation where minorities are being misdiagnosed into special education programs. Additionally, several legal cases are mentioned which show numerous actions and rulings that have tried to correct the disproportionate identification in special education. Some of the legal cases discussed include Larry P. v Riles, Diana v. State Board of Education, and Guadalupe v. Tempe Elementary School, which all significantly impacted special education today. Additionally, the Individual with Disabilities Education Act has enforced that minority groups must receive an equal education in the least restrictive environment possible. It is our duty as teachers and citizens to abide by these laws and find different ways to assess and correct the disproportionality of minority groups that exists today.
I am glad that you mentioned safe staffing in your post this week as one way that nurses can help facilitate positive change throughout the community. Not only does safe staffing help to save patient lives it also helps to prevent burnout at the nursing level. According to Peate (2015), nurses face major challenges in order to deliver the best possible care with fewer resources that is not only financial but human as well. This creates an environment of overworked nurses who are more than likely letting their health take a backseat. “Individual nurses are going the extra mile to get the job done, yet the damage to their health is real and is happening nationwide” (Peate, 2015, p. 133). There is one particular vivid memory of an example of short staffing that I personally experienced on my floor and although one of my
In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and modifications in place for the student.
Rachel’s parent disagreed and with the Districts decision of half time special education placement and placed her in a private school in a general education classroom with supports where she was successfully meeting her IEP goals. Rachel’s parents also appealed the district’s placement decision to a California Special Education hearing officer. After fourteen days of hearing, the hearing officer ruled in favor of the parents and ordered the District to place Rachel in a general education classroom with support services. The District appealed the decision and the courts had to decide if the decision made by the hearing officer complied with the Individuals with Disabilities Act (IDEA). The courts ruled in favor of the defendant finding that the appropriate placement for Rachel, under the IDEA, was in a general education classroom, with supplemental services, as a full time member of
Since its adoption by world leaders at the World Summit in 2005, the Responsibility to Protect (herein R2P) has been hailed as a major achievement in protecting populations from genocide, war crimes, crimes against humanity, or ethnic cleansing that would be committed by rulers. However, some see the R2P not as an effective human right instrument for civilians’ protection as it appears to be another tool for imperialism. My position in this essay is that I believe the R2P doctrine is a considerable achievement in world politics as it signals to potential perpetrators of mass atrocities that the world would no longer stand by, but will use force when necessary to protect innocent civilians. My position is articulated as follows. First, I will present the content/principles of the R2P doctrine . Second, I will point out the legal and moral argument underpinning the R2P, particularly its military aspect. Finally I will evoke some cases where the R2P has been critical in protecting populations from mass killing and show the shortcoming of those who argue against the R2P.
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
Security vulnerabilities are caused by flaws in code that are exploitable and are not caught before software is released. There are tools available to try and find such vulnerabilities after they have been coded, but these tools are often used after software changes are migrated to the later integration/testing phases of development. Software flaws would be much easier to find early, and less likely to occur at all, if the software is being properly analyzed and tested in a continuous integration environment with tests providing a high level of code coverage. Such a process complements and enhances the value of static analysis tools that scan code for known security flaws. A continuous integration process with high code coverage will: Help reduce security flaws from being added in unexpected
Under the Individual with Disabilities Education Act (IDEA), a due process provides two disagreeing parties (parents and the school district) a proper venue to resolve disputes. In resolving disputes, the parties may go to mediation before proceeding to a due process hearing, with an appeal to state or federal court.
In order to have an effective physical security program you need to know what you are protecting and why you are protecting it. Physical Security encompasses the protection of people, places, things, and data. Protecting each of these elements requires different pieces of equipment or different avenues but the philosophy of the protection is the same. In this I mean that you are protecting from unauthorized access to the places, people, things, and data.