Constellation Mossler R. A. Ziegler M. 2016 Understanding De
Constellation Mossler R A Ziegler M 2016understanding Deve
Constellation: Mossler, R. A., & Ziegler, M. (2016). Understanding Development: A Lifespan Perspective. San Diego, CA: Bridgepoint Education, Inc. Chapters 7 and 9 of the course textbook discuss theories of learning and information processing as well as various methods of assessing intelligence and testing achievement. Based on the required textbook readings and references, address or respond to each of the following: Briefly summarize the key components of the IDEA, NCLB, and ESSA legislation regarding learning disabilities, including the types of disabilities meant to be covered under these laws. Reflect on whether and/or how these laws are informed or supported by theories of cognitive development, learning, and intelligence discussed in the course textbook. Add graphics, tables, diagrams or additional sources that help emphasize your points and enhance your personal learning experience.
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Constellation Mossler R A Ziegler M 2016understanding Deve
The legislation governing special education in the United States has undergone significant transformations over the past few decades, with laws such as the Individuals with Disabilities Education Act (IDEA), No Child Left Behind (NCLB), and the Every Student Succeeds Act (ESSA) playing pivotal roles. These laws have aimed to ensure that students with disabilities receive appropriate educational opportunities, accommodations, and support systems tailored to their unique needs. This paper provides a comprehensive summary of these legislative frameworks concerning learning disabilities, reflects on their alignment with cognitive development theories, and illustrates these connections with visual aids.
Key Components of IDEA, NCLB, and ESSA Regarding Learning Disabilities
The Individuals with Disabilities Education Act (IDEA), originally enacted in 1975 and reauthorized several times since, primarily seeks to protect the rights of students with disabilities. IDEA mandates that eligible students receive free appropriate public education (FAPE) in the least restrictive environment (LRE). Central to IDEA is its detailed definition of learning disabilities (LD), which includes disorders that affect the child's ability to listen, think, speak, read, write, or do mathematical calculations (U.S. Department of Education, 2004).
IDEA emphasizes individualized education programs (IEPs), a collaborative approach to developing tailored educational plans. It also stipulates procedural safeguards to protect students' rights during assessments and placement processes. The legislation recognizes various disabilities such as specific learning disabilities, speech or language impairments, emotional disturbance, and others, to ensure comprehensive coverage (IDEA, 2004).
In contrast, the No Child Left Behind Act (NCLB), enacted in 2001, focused on accountability measures, standardized testing, and closing achievement gaps. While NCLB increased the emphasis on assessments, it maintained the recognition of the need to accommodate students with disabilities to ensure equitable access and success on state assessments (U.S. Department of Education, 2002). However, NCLB's approach often emphasized achievement metrics, which sometimes led to controversy regarding the adequacy of support for students with disabilities.
The Every Student Succeeds Act (ESSA), enacted in 2015, replaced NCLB and shifted the focus from strict federal accountability to a more balanced approach that emphasizes state and local flexibility. ESSA underscores the importance of providing a well-rounded education and maintaining appropriate accommodations for students with disabilities, including participation in assessments and progress monitoring. Importantly, ESSA explicitly states the need for evidence-based practices, supporting interventions rooted in current research (U.S. Department of Education, 2015).
Theoretical Foundations and Legal Frameworks
The development and evolution of these laws are informed by various theories of cognitive development, intelligence, and learning. For instance, Jean Piaget’s stages of cognitive development have influenced understanding of developmental readiness and learning capacity, motivating laws to emphasize tailored instruction (Piaget, 1952). IDEA's emphasis on individual assessment and customized learning plans reflects Vygotsky’s sociocultural theory, highlighting the importance of scaffolding and social interaction in learning (Vygotsky, 1978).
Further, the theories of information processing underpin assessment methods used to identify learning disabilities. According to Atkinson and Shiffrin’s model (1968), the human cognitive system comprises sensory memory, working memory, and long-term memory. This framework informs the understanding of how difficulties in attention, encoding, or retrieval may manifest as learning disabilities, guiding the diagnostic criteria and educational interventions supported by these laws.
Visual Aids and Supporting Materials
To better understand the relationship between legislation and cognitive theories, the following graphic illustrates the progression of laws alongside key cognitive development concepts:
Another helpful table summarizes the disabilities covered under each law:
| Law | Disabilities Covered | Key Focus |
|---|---|---|
| IDEA | Specific learning disabilities, emotional disturbance, speech/language impairments, autism, intellectual disabilities, physical impairments | Individualized support, FAPE, LRE |
| NCLB | All disabilities including learning disabilities, with emphasis on assessment accommodations | Accountability, achievement gaps |
| ESSA | All disabilities, with focus on equitable participation and evidence-based interventions | State and local control, school accountability, inclusiveness |
Conclusion
The connections between these legislative frameworks and theories of cognitive development illuminate the importance of research-based practices in creating equitable education systems. IDEA's focus on individualized instruction aligns with Piaget and Vygotsky’s theories, emphasizing developmental appropriateness and social learning. Meanwhile, understanding of information processing models informs assessment and intervention strategies, ensuring that learning disabilities are accurately identified and effectively supported.
Moreover, the evolution from NCLB to ESSA reflects an increasing recognition of the need for flexible, research-supported approaches that adapt to diverse learner needs. As educational policies continue to evolve, integrating cognitive and developmental theories remains critical to ensuring that students with disabilities receive the quality education they deserve.
References
- Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In The psychology of learning and motivation (Vol. 2, pp. 47-89). Academic Press.
- Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400–1487 (2004).
- Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- U.S. Department of Education. (2002). No Child Left Behind Act. https://www.ed.gov/
- U.S. Department of Education. (2015). Every Student Succeeds Act. https://www.ed.gov/
- U.S. Department of Education. (2004). A guide to the Individuals with Disabilities Education Act. https://www2.ed.gov/about/offices/list/osers/osep/index.html