Public Administrators, School Safety, and Forms of Surveillance

School Safety ◽

Public Discourse ◽

The Public ◽

Exceptional Student ◽

Award Winning ◽

School Superintendent ◽

Education Act ◽

Individual Educational Program ◽

In 2012, three minority students with disabilities died under a school district's watch. These tragedies placed the education, care and safety of students with disabilities on the public agenda. It put a high profile and an award-winning school superintendent on defense. What occurred in Tampa, Florida raises questions about school safety and equity across the country because it is located in the nation's largest school district. The public discourse shifted from performance to surveillance of a school district's most vulnerable population. In special education, surveillance includes a federally mandated process outlined in the 1975 Individuals with Disability Education Act (IDEA) where students with disabilities are identified, categorized and placed. Florida calls this Exceptional Student Education (ESE). Once eligible, school districts are required to monitor these students through an Individual Educational Program (IEP). This is a legal document that should reflect a school district's effort to provide a “free and appropriate education” (FAPE) in the “least restrictive environment” (LRE).

Public Administrators, School Safety, and Forms of Surveillance

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch076 ◽

2016 ◽

pp. 1760-1776

Author(s):

Kirsten Loutzenhiser

Keyword(s):

School Safety ◽

Public Discourse ◽

The Public ◽

Exceptional Student ◽

Award Winning ◽

School Superintendent ◽

Education Act ◽

Individual Educational Program ◽

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

Inclusion ◽

10.1352/2326-6988.5.2.83 ◽

2017 ◽

Vol 5 (2) ◽

pp. 83-93 ◽

Cited By ~ 5

Author(s):

Mary E. Morningstar ◽

Jennifer A. Kurth

Keyword(s):

General Education ◽

Past Research ◽

Support Needs ◽

Educational Placement ◽

General Education Curriculum ◽

Policies And Procedures ◽

Education Act ◽

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.

Nutzen von Erfahrungswissen in Krisen.

Zeitschrift für Unternehmensgeschichte ◽

10.1515/zug-2020-0033 ◽

2021 ◽

Vol 66 (1) ◽

pp. 119-139

Author(s):

Janina Barth ◽

Andrea H. Schneider-Braunberger

Keyword(s):

Public Discourse ◽

Press Coverage ◽

Political Issues ◽

The Public ◽

Business Reporting ◽

Award Winning ◽

The Media ◽

German Newspaper ◽

Past Experiences ◽

Historical References

Abstract It appears to be almost self-evident that most people look towards past experiences for guidance during times of crisis. We would like to consider the empirical evidence for this assumption by analysing the public discourse regarding the reactions to crises, which includes general reporting, statements from politicians or discussions in the media. The outbreak of the Corona pandemic in Germany, starting in March 2020, opens the possibility to collect several preliminary findings by analysing relevant press coverage in the newspapers. Articles from different sections of the Frankfurter Allgemeine Zeitung (F.A.Z.) and from the Handelsblatt were evaluated. As our main interest focuses on economic historical (not e. g. medical historical) research questions, we chose the F.A.Z. First, because its business reporting is important within the German newspaper environment in general. Second, because its reporting on the Corona pandemic was award-winning. Additionally, we focused on the Handelsblatt because the newspaper provides press coverage explicitly on financial, business, and political issues – all subjects directly affected by the Corona crisis. The analysis concluded that there was a rise in articles with historical references in general while the number of articles linked to businesses did not increase at the same time which can be linked to the absence of expert business history opinions on offer.

Handbook of Research on Classroom Diversity and Inclusive Education Practice - Advances in Educational Technologies and Instructional Design ◽

The Foundation of Inclusion in Federal Legislation and Litigation

10.4018/978-1-5225-2520-2.ch002 ◽

2017 ◽

pp. 27-52 ◽

Cited By ~ 2

Author(s):

Mitchell L. Yell ◽

Christine A. Christle

Keyword(s):

Team Members ◽

Student Placement ◽

Placement Decisions ◽

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.

Perspectives on the Future of IDEA

Journal of the Association for Persons with Severe Handicaps ◽

10.1177/154079699702200201 ◽

1997 ◽

Vol 22 (2) ◽

pp. 61-76 ◽

Cited By ~ 7

Author(s):

Michael L. Hardman ◽

John McDonnell ◽

Marshall Welch

Keyword(s):

Special Education ◽

Public Education ◽

Individualized Education Program ◽

Federal Law ◽

Individualized Education ◽

Education Act ◽

Definition Of ◽

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the law's basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.

Who Are the Classmates of Students With Disabilities in Elementary Mathematics Classrooms?

Remedial and Special Education ◽

10.1177/0741932518789493 ◽

2018 ◽

Vol 41 (1) ◽

pp. 18-27 ◽

Cited By ~ 1

Author(s):

Allison F. Gilmour ◽

Gary T. Henry

Keyword(s):

General Education ◽

Fifth Grade ◽

Future Research ◽

Students With Learning Disabilities ◽

Mathematics Classrooms ◽

Education Act ◽

The Individuals with Disabilities Education Act stresses the importance of educating students with disabilities (SWDs) in the least restrictive environment, often with peers who do not have disabilities. Prior research has examined the extent to which SWDs are included in general education classrooms, but not the characteristics of the peers with whom SWDs are educated. We examined the math classmates of fourth- and fifth-grade SWDs from one state. On average, SWDs were grouped with twice as many other SWDs, about four per class, than students without disabilities. Students with learning disabilities had fewer peers with disabilities in their classrooms than students with other disabilities. Students with intellectual disabilities, autism, or emotional/behavioral disorders more often had peers with disabilities, often their same disability. Our results provide directions for future research regarding peer effects and understanding how schools group SWDs.

Teachers' Instructional Competencies for Including Students with Intellectual and Developmental Disabilities in General Education Settings

The Boller Review ◽

10.18776/tcu/br/4/107 ◽

2019 ◽

Vol 4 ◽

Author(s):

Lauren M. Keaney

Keyword(s):

Developmental Disabilities ◽

General Education ◽

General Education Teachers ◽

Intellectual And Developmental Disabilities ◽

Students With Special Needs ◽

Instructional Competencies ◽

Education Act ◽

Low Incidence ◽

The inclusion of students with disabilities in general education settings has increased particularly since 2004 due to the least restrictive environment provisions outlined in the Individuals with Disabilities Education Act (IDEA). However, research has shown that general education teachers are ill prepared to teach students with disabilities, especially those with severe or low incidence disabilities. The current study explored the knowledge and skills required of general education teachers seeking to include students with intellectual and developmental disabilities (I/DD). We interviewed experienced teachers of students with I/DD to gain insight into such competencies. Participants were three educators (two teachers and one school director) in an elementary school for students with special needs. The participants discussed teaching methods and curriculum considerations relevant to including students with I/DD in general education settings. Data were analyzed utilizing pattern coding to generate categories and larger themes. Discussion and implications of these findings are offered.

Under the Law

Phi Delta Kappan ◽

10.1177/0031721718808270 ◽

2018 ◽

Vol 100 (3) ◽

pp. 66-67

Author(s):

Julie Underwood

Keyword(s):

Grade Level ◽

Regular Education ◽

Academic Progress ◽

Department Of Education ◽

Education Act ◽

Restrictive Environment ◽

Circuit Courts

The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be educated in the least restrictive environment, meaning the environment that is as close as possible to that of a regular education classroom. However, the nation’s various circuit courts have used different standards to determine whether a particular placement meets this requirement. Julie Underwood summarizes a recent Sixth Circuit case, L.H. v. Hamilton County Department of Education, in which the court ruled that it was inappropriate for a district to remove a child with Down syndrome from a regular classroom, where he was making academic progress but not achieving the grade-level standard.

Least Restrictive Environment and the Education of Children with Disabilities

The Oxford Handbook of U.S. Education Law ◽

10.1093/oxfordhb/9780190697402.013.27 ◽

2019 ◽

Author(s):

Mark C. Weber

Keyword(s):

Inclusive Education ◽

Children With Disabilities ◽

The United States ◽

Special Education Law ◽

Education Act ◽

Restrictive Environment ◽

Appropriate Education

This chapter discusses the obligation in the federal special education law to provide education to children with disabilities in the least restrictive environment. It describes the relevant statutory and regulatory provisions and the prominent cases, and explores ongoing scholarly controversies about the least restrictive environment requirement and its application. The chapter observes that disputes over the least restrictive environment for a given child are often disputes over the range of accommodations and services that the schools must provide so that appropriate education of a child with disabilities may be achieved without separating the child from peers who do not have disabilities. Both the text and the judicial interpretations of the Individuals with Disabilities Education Act operate in such a way that the negative command to not segregate students with disabilities becomes a positive command to afford services to make inclusive education work. The chapter concludes by briefly comparing the developments in the United States with those in other countries.

The IDEA's Least Restrictive Environment Mandate: Legal Implications

Council review ◽

10.1177/001440299406100102 ◽

1994 ◽

Vol 61 (1) ◽

pp. 6-14 ◽

Cited By ~ 36

Author(s):

Allan G. Osborne ◽

Philip Dimattia

Keyword(s):

Early Years ◽

School Officials ◽

New Era ◽

Free Appropriate Public Education ◽

Legal Implications ◽

Education Act ◽

The Individuals with Disabilities Education Act (IDEA) states that students with disabilities are to be provided with a free appropriate public education in the least restrictive environment (LRE). During the early years of the IDEA, the courts generally deferred to school officials on LRE matters and ruled in favor of more restrictive placements. In some recent cases, however, courts have taken a more activist stance. These decisions may signal a new era in LRE case law. Nineteen years after the passage of P.L. 94–142, the courts may be growing impatient with school officials for not providing less restrictive environments for students with disabilities.