Reading Questions Chapter 9 (2)

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ED506 Reading Questions Chapter 9 1. What are the six major principles of IDEIA/IDEA/EAHCA? List and explain. What are the philosophical and policy rationales for these laws?  Zero Reject/Child Find is a the first of six principles. It is a rule against exclusion of special education students with no exceptions. Child find requires state education agencies and local educational agencies to start the process to find students who might not be getting the services they need and will let the parents know.  Nondiscriminatory Evaluation is the second of six principles. It requires a fair and nondiscriminatory evaluation to determine if the student has a disability or not. There are six specific procedures for eligibility: request for evaluation, parental consent, parental involvement, assessment discrimination, reevaluation, and assessment.  Appropriate Education (Individualized Education Program: IEP) is the third of six principles. An IEP is a written document that requires it to be individualized and specific enough to meet the needs of the child. Some of the specific information is outlining the student’s strengths and needs, yearly goals, and any accommodations/modifications needed to help them reach those goals. An IEP should also have a behavioral intervention plan (BIP) with strategies.  Free and Appropriate Public Education (FAPE) is the fourth of six principles. This requirement enforces that all students even with disabilities are able to receive free and appropriate public education which meet their needs to be able to succeed. This was addressed by the Supreme Court during the Board of Education of Hendrick Hudson Central School District v. Rowley (1982).  Least Restrictive Environment (LRE) is the fifth of six principles. It enforces that students with disabilities are given access to the least restrictive environment possible to learn. They also must be given access to general education curriculum/classroom to the furthest extent. Parents must also be involved in this decision as well.  Procedural Safeguards is the sixth of the six principles. It requires that schools provide the appropriate services and placements of the children with disabilities along with protection of their rights when it comes to procedural safeguards. These include the right to participate, the right to notify and consent to reviews and services, and the right to an impartial hearing in disputes relating to a student's education.  The philosophical and policy rationales for these laws are to ensure that students with disabilities have access to quality education that meets their individual needs. They are also intended to promote the inclusion of students with disabilities in the general education curriculum and in the classroom, and to ensure that they receive the accommodations and services needed to support them. Finally, they provide parents and students with procedural safeguards to protect their rights and ensure their voices are heard in educational decision- making.

2. The IEP meeting is an important part of providing the appropriate educational plan for each child with a disability. What are the components of an IEP? Is this a legally binding contract between the district and the parents? Why or why not? Suppose you are scheduled to attend an IEP meeting (as a teacher or parent) for a student: What steps or actions will you take before, during, and after the IEP meeting?  There are seven listed components when it comes to an IEP. The first component is to present a level of educational performance (PLEP). The second is to provide yearly goals that are able to be tracked to help the child make progress in the general curriculum/classroom. The third component is to make sure the statement of special education is based on research. The fourth component is about the extent to which the child will not participate in the general education curriculum with non-disabled classmates. The fifth component has to do with the commencement, how often, location, and amount of time of services and modifications. The sixth component is a transition planning out of secondary education no later than the age of 16. The final component deals with modifications in administration of stat or district assessments.  The IEP is a legally binding contract between the district and the parents which makes them legally obligated to follow the terms of the IEP.  Before the IEP meeting, I would make sure that all parties needed are able to attend. Then I would review the student's current IEP and progress reports. Next, I would prepare any questions or concerns that I have about the student and their IEP. Then, I would also try to think of any important information that may be help the team in making decisions about the student's educational plan.  During the IEP meeting I would participate in the discussion about the student's needs, goals, and services. Then, I would ask questions and seek clarification about any issues or concerns that I thought of before the meeting. Then I would make sure that their needs are being addressed in the meeting.  After the IEP meeting, I would follow up with the school to ensure that the necessary services and supports are being provided to the student. Then I would keep track of the student's progress towards the goals outlined in the IEP and communicate any concerns or issues to the school. 3. What is Section 504 of the Rehabilitation Act of 1973? How is it similar to IDIEA? How is it different? What are the challenges for districts?  Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that doesn’t allow discrimination amongst people with disabilities in programs and activities that receive federal funds (public k-12 schools and universities). It is similar to IDIEA because they both protect the rights of students with disabilities. They also both require schools to provide accommodations and help to allow them to have success in school. A few differences between the two is Section 504 is unlike IDEIA, federal funding is not included in legislation. Another difference is Section 504 requires school districts to provide FAPE to all qualifying students regardless of the disability. Some challenges when it comes to applying Section 504 and IDIEA is making sure the school district provides the correct accommodations and support to students with disabilities while also making sure the meet the needs of all students. Funding can also be a challenge when providing the resources needed by the students with disabilities.

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