EAHCA (Education for All Handicapped Children Act); IDEA (Individuals with Disabilities Education Act)

Handicapped Children ◽

Independent School District ◽

Education Act ◽

Chapter 14 includes two cases involving the EAHCA, now called the Individuals with Disabilities Education Act (IDEA), that have heavily influenced the way public education is provided to school children with disabilities. Hendrick Hudson Board of Education v. Rowley helped to establish the requirements and limits of Individual Education Plans (IEP), a free academic service for any school child with a learning disability. Irving Independent School District v. Tatro, although specific to a child with spina bifida, helped to establish the medical care accommodations that a school must provide for a child with a physical disability.

EAHCA (Education for All Handicapped Children Act); IDEA (Individuals with Disabilities Education Act)

Landmark Cases in Forensic Psychiatry ◽

10.1093/med/9780199344659.003.0014 ◽

2014 ◽

pp. 81-83

Author(s):

Shawn S. Sidhu

Keyword(s):

Public Education ◽

Spina Bifida ◽

Board Of Education ◽

Individual Education Plans ◽

Handicapped Children ◽

Independent School District ◽

Education Act ◽

Chapter 14 includes two cases involving the EAHCA, now called the Individuals with Disabilities Education Act (IDEA), that have heavily influenced the way public education is provided to schoolchildren with disabilities. Hendrick Hudson Board of Education v. Rowley helped to establish the requirements and limits of Individual Education Plans (IEP), a free academic service for any school child with a learning disability. Irving Independent School District v. Tatro, although specific to a child with spina bifida, helped to establish the medical care accommodations that a school must provide for a child with a physical disability.

Individual Education Programs: What Music Teachers Need to Know When Working With Students With Disabilities

General Music Today ◽

10.1177/1048371320902754 ◽

2020 ◽

Vol 33 (3) ◽

pp. 42-45

Author(s):

Ellary A. Draper

Keyword(s):

Students With Disabilities ◽

Music Teachers ◽

Individualized Instruction ◽

Individual Education Program ◽

History Of ◽

Education Act ◽

Music Classrooms ◽

Since the original passing of the Individuals with Disabilities Education Act in 1975, students with disabilities are required to have services that are individualized to meet their needs as documented in their Individual Education Program, or IEP. These documents can often be long and determining the implications for students in music classrooms can be difficult. This article details the history of Individuals with Disabilities Education Act, what is required to be included in the IEP, and what music teachers need to know to be able to apply goals, adaptions, and individualized instruction from students’ IEPs in music classrooms.

Using Assistive Technologies in Millennium Teaching

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch295 ◽

2011 ◽

pp. 1938-1939

Author(s):

Carol Knicker

Keyword(s):

Public Education ◽

Students With Disabilities ◽

Assistive Technologies ◽

Education Act

What are assistive technologies (ATs) and how will millennium teachers use ATs to assist all learners? Assistive technologies can be defined as services or devices which allow students to meet their maximum potential. The Individuals with Disabilities Education Act (IDEA) requires this provision for all students with disabilities as part of its mandate to provide learners with a free and appropriate public education (FAPE).

A Way to Implement the Free Appropriate Public Education for Children with Disabilities under the U.S. Individuals with Disabilities Education Act

LAW RESEARCH INSTITUTE CHUNGBUK NATIONAL UNIVERSITY ◽

10.34267/cblj.2019.30.1.205 ◽

2019 ◽

Vol 30 (1) ◽

pp. 205-226

Author(s):

Young Ran Choi

Keyword(s):

Public Education ◽

Children With Disabilities ◽

Free Appropriate Public Education ◽

Education Act ◽

The U.S

School reopening during COVID-19 pandemic: Considering students with disabilities

Journal of Pediatric Rehabilitation Medicine ◽

10.3233/prm-200789 ◽

2020 ◽

Vol 13 (3) ◽

pp. 425-431

Author(s):

Joline E. Brandenburg ◽

Lainie K. Holman ◽

Susan D. Apkon ◽

Amy J. Houtrow ◽

Robert Rinaldi ◽

...

Keyword(s):

Students With Disabilities ◽

Children With Disabilities ◽

Return To School ◽

Individual Education Plans ◽

Special Education Services ◽

American Academy Of Pediatrics ◽

The World ◽

Education Act ◽

Over 80% of the children in the world have had their education impacted by COVID-19. For children with disabilities who receive special education services, access to in-person education and other resources at school is particularly important. The American Academy of Pediatrics advocates for students to attend school in person, without specifics for how children with disabilities can safely return to school. To appropriately plan and accommodate children with disabilities we must prioritize safety, allow for adherence to the Individuals with Disabilities Education Act, and preserve essential school staff. The less cumbersome default of confining students with disabilities to home is not acceptable. We provide an outline describing why Individual Education Plans and 504 plans are important, how they are related to the COVID-19 pandemic, and recommendations for measures to help with safe return to school for children with disabilities.