A good school is good for students of all abilities

2020 ◽  
Vol 102 (3) ◽  
pp. 18-22
Author(s):  
Lauren Morando Rhim
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Learning Needs ◽  
School Year ◽  
Disabilities Education Act ◽  
Good School ◽  
Good For ◽  
Education Act ◽  
Effective Inclusion ◽  
Good Schools

A school cannot be “good” unless it is good for all students — including those with disabilities. In the 2018-19 school year, 14% of students in U.S. public schools received special education services under the Individuals with Disabilities Education Act, yet effective inclusion of students with disabilities is too often an afterthought. Lauren Morando Rhim describes how good schools recognize and embrace the unique learning needs of students with disabilities, creating an environment in which all students can thrive.

Differentiation for Special Needs Learners

2004 ◽  
Vol 11 (3) ◽  
pp. 158-167
Author(s):  
Lou Lovin ◽  
Maggie Kyger ◽  
David Allsopp
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Reading Skills ◽  
Great Difficulty ◽  
Attention Problems ◽  
Learning Needs ◽  
Mathematics Classrooms ◽  
Disabilities Education Act ◽  
Wide Range ◽  
Education Act

With the advent of legislation such as the current Individuals with Disabilities Education Act (IDEA), the inclusion of students with disabilities in schools has steadily increased. More recently, the level of language and cultural diversity represented in public schools has also increased. Consequently, today's classrooms include students with a wide range of learning needs. For example, Carlos has a language-based learning problem, Ben struggles with attention problems, Maria's weak reading skills interfere with her learning in all areas, and Jason has superior cognitive ability but great difficulty with mathematics. Classrooms rich in diversity most decidedly do exist—classrooms that give all students opportunities to learn about differences and abilities and about how to celebrate individuality while building communities. They can be wonderful learning environments for our children.

Under the Law

2017 ◽  
Vol 99 (3) ◽  
pp. 76-77
Author(s):  
Julie Underwood
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Private Schools ◽  
Due Process ◽  
Court Decision ◽  
Federal Regulations ◽  
State Law ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act

Since a 1997 amendment to the Individuals with Disabilities Education Act, students with disabilities who attend private schools have not had the same rights to services and due process that are afforded to those who attend public schools. However, as a recent Minnesota court decision makes clear, state law may grant rights that the federal regulations do not.

Endrew F. v. Douglas County School District (2017): The U.S. Supreme Court and Special Education

2017 ◽  
Vol 53 (5) ◽  
pp. 321-324 ◽  
Author(s):  
Angela M. T. Prince ◽  
Mitchell L. Yell ◽  
Antonis Katsiyannis
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public Education ◽  
School District ◽  
Supreme Court ◽  
Students With Disabilities ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
The U.S

On March 22, 2017, the U.S. Supreme Court announced its decision in Endrew F. v. Douglas County School District. This case addressed the question how much educational benefit are public schools required to provide to students with disabilities under the Individuals With Disabilities Education Act (IDEA) to confer a free appropriate public education (FAPE). The purpose of this legal update is to provide a brief overview of court developments regarding FAPE, summarize Endrew, and provide implications for practice.

Charter Schools and Students With Disabilities: Legal and Practice Considerations

2017 ◽  
Vol 53 (4) ◽  
pp. 252-255 ◽  
Author(s):  
Michelle E. Dunn ◽  
Antonis Katsiyannis ◽  
Joseph B. Ryan
Keyword(s):  
Charter Schools ◽  
Students With Disabilities ◽  
School Age ◽  
Publicly Funded ◽  
Legal Requirements ◽  
Individuals With Disabilities ◽  
School Year ◽  
Disabilities Education Act ◽  
Recommendations For Practice ◽  
Education Act

As of the 2013–2014 school year, about 2.5 million school-age students attended charter schools nationwide. Because charter schools are publicly funded entities, they are required to adhere to all federal nondiscriminatory laws as well as the Individuals With Disabilities Education Act. This legal brief provides an overview of charter schools, legal requirements associated with students with disabilities enrolled in charter schools, and recommendations for practice.

Introduction to the Special Issue: Successful Inclusion for Students With Disabilities Who Are Learning English

2018 ◽  
Vol 54 (1) ◽  
pp. 3-5
Author(s):  
Tracy G. Spies ◽  
Gregory A. Cheatham
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Inclusive Practices ◽  
Special Issue ◽  
General Curriculum ◽  
Disabilities Education Act ◽  
Education Act ◽  
Restrictive Environment ◽  
Education Of Students ◽  
Learning English

Students who are learning English is one of the fastest growing groups of students in U.S. public schools. Evidence suggests that students learning English are often placed in segregated special education classrooms seemingly contradicting the Individuals With Disabilities Education Act mandate for the education of students with disabilities to occur within the least restrictive environment including modifications and adaptations to the general curriculum. Successful inclusive practices for students with disabilities who are learning English highlight and build on the cultural, academic, and linguistic strengths students bring to the classroom. This special issue features a variety of articles focused on collaborative, inclusive practices that build on the cultural, academic, and linguistic strengths of students with disabilities who are learning English. The issue focuses on two themes: (a) instruction and support and (b) collaboration and partnerships.

Serving Children with Disabilities in Private and Parochial Schools

1998 ◽  
Vol 19 (5) ◽  
pp. 285-290 ◽  
Author(s):  
Antonis Katsiyannis ◽  
John W. Maag
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Department Of Education ◽  
Parochial Schools ◽  
Courts Of Appeals ◽  
Roles And Responsibilities ◽  
Child Find ◽  
Disabilities Education Act ◽  
Education Act

Although the Individuals with Disabilities Education Act of 1990 (IDEA), legal precedence, and the U.S. Department of Education interpretations indicate that public schools must provide the opportunity for “equitable participation” for students with disabilities attending private schools, the nature, extent, and location for service delivery are still debated. The purpose of this article was to examine the roles and responsibilities of public schools in providing services to children with disabilities placed in private and parochial schools within the legal parameters of IDEA. Public schools appear to have considerable flexibility in providing on-site services using IDEA funds as long as they are within parameters set forth by rulings of three courts of appeals, although categorical denial of services is prohibited. Furthermore, according to the 1997 IDEA amendments. Child Find activities must include private and parochial schools.

Extended School Year Services: A Review of Eligibility Criteria and Program Appropriateness

2002 ◽  
Vol 27 (3) ◽  
pp. 188-203 ◽  
Author(s):  
Susan Etscheidt
Keyword(s):  
Students With Disabilities ◽  
State Standards ◽  
Department Of Education ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
Free Appropriate Public Education ◽  
School Year ◽  
Disabilities Education Act ◽  
Education Act ◽  
Federal Guidelines

Students with disabilities may require extended school year services (ESYS) to receive a free appropriate public education (FAPE). Although the Individuals with Disabilities Education Act (IDEA) regulations require ESYS if necessary to provide FAPE, the Department of Education has “declined to establish standards” for ESYS eligibility. Absent federal guidelines concerning eligibility, IEP teams rely upon state standards and judicial interpretations in determining a student's need for ESYS. This article extended a review of ESYS eligibility factors conducted by Rapport and Thomas (1993). Fifty-seven ESYS cases were reviewed for factors used in decisions concerning ESYS eligibility and program appropriateness. Several implications for school IEP teams are also presented.

scholarly journals Making a Reasonable Calculation: A Strategic Amendment to the IDEA

2020 ◽  
pp. 495
Author(s):  
Hetali Lodaya
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Business Strategy ◽  
Swot Analysis ◽  
External Threats ◽  
Disabilities Education Act ◽  
The Supreme Court ◽  
City School District ◽  
Education Act ◽  
Recent Evaluation

The Individuals with Disabilities Education Act (IDEA) lays out a powerful set of protections and procedural safeguards for students with disabilities in public schools. Nevertheless, there is a persistent debate as to how far schools must go to fulfill their mandate under the IDEA. The Supreme Court recently addressed this question with its decision in Endrew F. v. Douglas City School District Re-1, holding that an educational program for a student with a disability must be “reasonably calculated” to enable a child’s progress in light of their circumstances. Currently, the Act’s statutory language mandates Individual Education Program (IEP) teams to consider a variety of factors including “the strengths of each child,” “the concerns of the parents,” “the results of the . . . most recent evaluation of the child,” and “the academic, developmental, and functional needs of the child.”1 This Note proposes an amendment to the IDEA, inspired by the Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis framework used in business strategy, that adds external “threats” to this list of factors. This amendment will help parents, advocates, and schools better understand the Endrew F. standard and implement it with fidelity to the IDEA’s broad mandate.

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

The Foundation of Inclusion in Federal Legislation and Litigation

2017 ◽  
pp. 27-52 ◽  
Author(s):  
Mitchell L. Yell ◽  
Christine A. Christle
Keyword(s):  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Team Members ◽  
Student Placement ◽  
Placement Decisions ◽  
Disabilities Education Act ◽  
Federal Mandate ◽  
Education Act ◽  
Restrictive Environment ◽  
Historical Antecedents

The foundation of inclusion in special education law is the least restrictive environment (LRE) mandate of the Individuals with Disabilities Education Act. This federal mandate requires that all students with disabilities receive their education with students without disabilities to the maximum extent appropriate. Our purpose in this chapter is to examine the legal basis of inclusion. We first review the historical antecedents of inclusion. Second, we examine the LRE mandate and the student placement requirements of the IDEA. Third, we survey the most important case law rulings regarding LRE and the placement of students with disabilities. Fourth, we consider strategies that have been used to promote inclusive placements and briefly review the literature on these strategies. We end this chapter by offering principles to guide IEP team members in making educationally beneficial and legally correct placement decisions for students with disabilities.

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