WEEK 4 ASSIGNMENT

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Lamar University *

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SPED 5304

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Business

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Jun 4, 2024

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docx

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Uploaded by ProfessorElementMoose37

SPED 5304 – WEEK 4 ASSIGNMENT WEEK 4 ASSIGNMENT Instructions Carefully read the: General Instructions for Assignments , Reading a Law Case & Rubric Before writing your answers you should have completed the assigned readings for Week 4 and reviewed the content links provided. Read the Supreme Court of the United States decision for the case in Part 2. Week 4 Assignment is 100 points , and consists of two parts: Part 1: Questions [Answer the five questions: 1, 2, 3, 4, 5] Part 2: Case Analysis and Briefing [Answer the five questions: 6, 7, 8, 9, 10] At the end of your paper, include a reference list in APA format. As you prepare your answers keep in mind the learning objectives. Use the Rubric provided in Blackboard to guide your work. Part 1: Questions Provide brief but complete answers to the following questions. Write at least one paragraph [6 to 10 sentences each]. Type your answers under each question. 1.- The IEP serves a number of important purposes. Discuss some of these purposes. Name four of the required components that must be included in the IEP. The Individualized Education Program (IEP) is a critical tool in the education of students with disabilities. It serves two general purposes: firstly, it establishes measurable annual goals for the child, and secondly, it states the special education and related services and supplementary aids and services that the public agency will provide to, or on behalf of, the child. The IEP is essentially a blueprint for the child’s special education and related services under the Individuals with Disabilities Education Act (IDEA). It covers a broad scope of activities and settings, ensuring that the child’s unique needs are met in all aspects of their education. Four required components of the IEP include: a statement of the child’s present levels of academic achievement and functional performance, a statement of measurable annual goals, a description of how the child’s progress toward meeting the annual goals will be measured, and a statement of the special education and related services and supplementary aids and services to be provided to the child. 2.- Discuss the persons who are required to attend an IEP meeting. Explain why each of these persons must attend (i.e., what is their function on the team). What other individuals are permitted, but not required, to attend? The IEP team is composed of several key individuals who each play a crucial role in the development and implementation of the IEP. These include the parents of the child, at least one regular education teacher (if the child is, or may be, participating in the regular education 1

SPED 5304 – WEEK 4 ASSIGNMENT environment), at least one special education teacher, a representative of the public agency who is qualified to provide or supervise the provision of special education, an individual who can interpret the instructional implications of evaluation results, and whenever appropriate, the child with a disability. Each of these individuals brings a unique perspective and set of skills to the IEP process, ensuring that the child's educational needs are comprehensively addressed. Other individuals who have knowledge or special expertise regarding the child, such as related services personnel or a private therapist, may also attend the IEP meeting at the discretion of the parents or the agency. 3.- What is the purpose of the Present Levels of Academic Achievement and Functional Performance statement in a student's IEP? How are the PLAAFP's related to a student's annual goals? Why are they important? What is the purpose of measurable annual goals? The Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement in a student's IEP serves as a baseline for planning the child's education. It provides a comprehensive overview of the child's current abilities, skills, strengths, and weaknesses. The PLAAFP is directly related to the student's annual goals, as it identifies the areas in which the student needs to improve or acquire new skills. These identified areas then form the basis for the student's annual goals. The PLAAFP is crucial as it ensures that the IEP is tailored to the student's unique needs and that the goals are realistic and achievable. The purpose of measurable annual goals is to guide the delivery of special education services by setting clear expectations of what the student should achieve within a year. These goals provide a roadmap for the student's education and allow for tracking of the student's progress. 4.- The IDEA 2004 requires that special education services be based to the extent possible on peer-reviewed research. Explain how this will affect the IEP process. What is peer-reviewed research? What was the purpose of including this requirement in a student's IEP? Describe the most appropriate types of data that should be collected to monitor a student's progress toward his or her goals. The requirement that special education services be based on peer-reviewed research ensures that the strategies and interventions used in the IEP are effective and evidence-based. Peer- reviewed research refers to studies that have been reviewed by experts in the field for validity, significance, and quality. Including this requirement in a student's IEP ensures that the student receives the most effective and current interventions, increasing the likelihood of their success. To monitor a student's progress towards their goals, various types of data should be collected, including academic performance data, behavioral data, and data on the student's participation and progress in the general education curriculum. This data should be collected regularly and systematically to provide a clear and accurate picture of the student's progress. 5.- Why is it important that a student's parents be included in their child's IEP planning process? What are the IDEA's requirements regarding parental participation? How can 2

SPED 5304 – WEEK 4 ASSIGNMENT school district personnel ensure that a student's parents are meaningfully involved in the IEP process? Parental involvement in the IEP planning process is crucial as parents have unique insights into their child's strengths, weaknesses, interests, and needs. They can provide valuable input that can help shape the IEP to better suit the child's needs. The IDEA requires that parents be part of the IEP team, ensuring their participation in the decision-making process. To ensure meaningful involvement, school district personnel can provide parents with clear and understandable information about the IEP process, invite them to all IEP meetings, and encourage their active participation in discussions and decision-making. It's also important to respect and consider the parents' concerns and inputs, and to communicate regularly with them about their child's progress. Part 2: Case Analysis and Briefing Carefully read the Supreme Court of the United States decision for the following case: Endrew F. v. Douglas County School District (2017). Summary of the Court Ruling: https://www.oyez.org/cases/2016/15-827 Read: Facts of the case, Question, Conclusion; and review the Supreme Court Syllabus. Answer the five items below 6, 7, 8, 9, and 10. Write brief but complete answers; at least one paragraph [6 to 10 sentences per item]. 6.- Name & citation of case. Name the plaintiffs and the defendants in the case. What was the complaint of the plaintiffs? The case is titled Endrew F. v. Douglas County School District Re-1, 137 S. Ct. 988 (2017). The plaintiffs in the case were Endrew F., a minor, and his parents, Joseph F. and Jennifer F. The defendant was the Douglas County School District. The plaintiffs' complaint was that the school district had failed to provide Endrew, who has autism, with a Free Appropriate Public Education (FAPE) as required by the Individuals with Disabilities Education Act (IDEA). They argued that the educational plan provided by the school district was not adequately tailored to Endrew's unique needs and did not allow him to make more than minimal progress. 7.- Explain the essential facts of the case. Summarize the story of the case; what the case is about. Endrew F. is a child with autism who was enrolled in the Douglas County School District. His parents were dissatisfied with the progress he was making under the Individualized Education Program (IEP) provided by the school district. They felt that the IEP was not adequately tailored to Endrew's unique needs and did not allow him to make more than minimal progress. As a result, they enrolled him in a private school that specialized in educating children with autism and sought reimbursement for the tuition from the school district. When the school district 3

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SPED 5304 – WEEK 4 ASSIGNMENT refused, they filed a lawsuit, arguing that the school district had failed to provide Endrew with a FAPE as required by IDEA. 8.- Question the U.S. Supreme Court addressed; you can write the exact question in “quotes.” Summarize the answer of the Court. What was the explanation the Supreme Court gave to support the answer? Indicate if the opinion mentions specific Acts or other cases, if so name some of them in your answer. The question the U.S. Supreme Court addressed was: "What level of educational benefit must school districts confer on children with disabilities to provide them with the free appropriate public education guaranteed by the Individuals with Disabilities Education Act?" The Court held that to meet its substantive obligation under IDEA, a school must offer an IEP reasonably calculated to enable a child to make progress appropriate considering the child's circumstances. The Court explained that the IDEA requires an educational program reasonably calculated to enable a child to make progress appropriate considering the child's circumstances. This standard is markedly more demanding than the 'merely more than de minimis' test applied by the Tenth Circuit. The Court's opinion referenced the IDEA and the case Board of Ed. of Hendrick Hudson Central School Dist., Westchester Cty. v. Rowley, which first interpreted the FAPE requirement in IDEA. 9.- Rationale: Explain why the Supreme Court arrived at its holding. What did the Supreme Court state regarding “free appropriate public education” or FAPE and “more than de minimis progress”? Identify the Justice that delivered the opinion of the Court and name Justices that joined the opinion. Were there any dissenting opinions? If so, what were their primary reasons for dissenting from the majority opinion? The Supreme Court arrived at its holding by interpreting the requirements of IDEA and the Court's precedent in Rowley. The Court stated that the IDEA requires an educational program reasonably calculated to enable a child to make progress appropriate considering the child's circumstances. This standard is more demanding than the 'merely more than de minimis' test applied by the Tenth Circuit. The Court held that a child's IEP must be reasonably calculated to enable the child to make progress appropriate considering his circumstances. Chief Justice Roberts delivered the opinion of the Court, which was joined by all the Justices. There were no dissenting opinions. 10.- What are the implications of the decision? Explain how this case is significant for the field of special education. Discuss the importance for general education teachers and other school staff to be aware of this court opinion. The decision in Endrew F. v. Douglas County School District significantly raises the bar for the educational benefits that children with disabilities must receive under their IEPs. It rejects the 'merely more than de minimis' standard and requires that children with disabilities should have the chance to meet challenging objectives. This case is significant for the field of special 4

SPED 5304 – WEEK 4 ASSIGNMENT education as it clarifies the level of educational benefit that school districts must confer on children with disabilities. It emphasizes that these children should receive more than minimal progress from their education. General education teachers and other school staff need to be aware of this court opinion as it directly impacts how they should approach the education of children with disabilities. They must ensure that the IEPs of these children are reasonably calculated to enable the children to make progress appropriate in light of their circumstances. 5

WEEK 4 ASSIGNMENT

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