Law Analysis Instructions Part II After Reviewing Chapter 2
Law Analysis Instructions Part Iiafter Reviewing Chapter 2 In The Kirk
Law Analysis Instructions Part II After reviewing Chapter 2 in The Kirk, et al text and researching major court cases (either in Liberty’s database or through Questia in Cengage/Mindtap), students will choose two landmark, special education court cases by stating the facts of each case, the rulings of each case, and the implications to special education. Please review the grading rubric to make sure all needed points as well as proper formatting are covered. At least two citations should be included in your paper with two References from credible sources. Please set up your paper with the following headings, using APA formatting throughout: Law Analysis Part II Introduction Landmark Court Case #1: Background Rulings Implications to Special Education Landmark Court Case #2: Background Rulings Implications to Special Education Conclusion References (Include at least two References tied to direct citations in your paper.) Submit the Law Analysis Part II by 11:59 p.m. (ET) on Sunday of Module/Week 5.
Paper For Above instruction
Introduction
The realm of special education has been significantly shaped and refined through various landmark court cases that have established legal precedents and clarified students' rights. Understanding these pivotal cases is essential for educators, legal professionals, and policymakers to ensure that the educational rights of students with disabilities are protected, and that educational institutions comply with pertinent legal standards. This paper examines two landmark court cases that have played crucial roles in the development of special education law. The first case, Brown v. Board of Education of Topeka (1954), although primarily focused on racial segregation, has had substantial implications for educational equity and rights, including those of students with disabilities. The second case, Board of Education v. Rowley (1982), directly addressed the standards of free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA). This paper presents the background facts of each case, the rulings issued by the courts, and the broader implications these decisions have had on special education practices and policies.
Landmark Court Case #1: Brown v. Board of Education of Topeka (1954)
Background:
Although primarily recognized for addressing racial segregation in public schools, the Brown v. Board of Education decision laid the groundwork for equality in educational rights for all students, including those with disabilities. The case involved Oliver Brown, whose daughter Linda was denied entry to a white elementary school in Topeka, Kansas, and was required to attend a segregated, substandard black school. Legal counsel argued that segregated schooling was inherently unequal, violating the Equal Protection Clause of the Fourteenth Amendment. The Supreme Court's examination of unequal educational facilities and the detrimental effects of segregation on minority students extended to students with disabilities, emphasizing the importance of nondiscriminatory access to quality education.
Rulings:
In a unanimous decision, the Supreme Court declared that "separate educational facilities are inherently unequal," overturning the Plessy v. Ferguson precedent. This ruling mandated desegregation of public schools and underscored that education must be accessible to all children regardless of race or disability. Although not specific to disability law at the time, the decision influenced subsequent interpretations surrounding the rights of students with disabilities, emphasizing that all children are entitled to equal educational opportunities.
Implications to Special Education:
Brown v. Board catalyzed efforts toward integrating students with disabilities into mainstream classrooms and challenged segregated educational practices. It also fostered the notion that disparities in educational quality, whether based on race or disability, violate constitutional rights. This case indirectly contributed to the development of laws that emphasize nondiscrimination and equal access, such as the Rehabilitation Act of 1973 and the IDEA, which protect students with disabilities from discrimination and promote inclusion.
Landmark Court Case #2: Board of Education v. Rowley (1982)
Background:
The case involved a deaf student, Amy Rowley, who was provided a sign language interpreter by her school district under the Education for All Handicapped Children Act (EAHCA), later renamed IDEA. Amy performed well academically, and her parents argued she was entitled to a more advanced education and additional services to meet her potential, asserting that the school’s provision of an interpreter was insufficient and violated her rights under FAPE mandates. The question before the court was whether schools are required to maximize a student’s potential or simply provide an "appropriate" education.
Rulings:
The Supreme Court ruled in favor of the school district, determining that the IDEA requires schools to provide only an "appropriate" education—not the best or most advanced possible. The Court established that educational services must meet the child’s individual needs, but there is no requirement for schools to maximize each student's potential. The decision clarified that the goal of IDEA is to provide an education that is tailored and adequate, not necessarily optimal or comprehensive to the fullest extent possible.
Implications to Special Education:
Board of Education v. Rowley set a critical legal standard for the provision of special education services, emphasizing that the primary objective is to ensure access and participation, rather than to maximize individual potential. This ruling clarified the obligations of schools under IDEA and reinforced the concept that individualized education programs (IEPs) must be "reasonably calculated" to enable meaningful educational benefit. Consequently, the case shaped subsequent interpretations of what constitutes a free and appropriate public education, influencing policy, practice, and legal standards to this day.
Conclusion
The two landmark cases discussed—Brown v. Board of Education and Board of Education v. Rowley—have profoundly impacted the development of special education law and policy. Brown established the foundation for educational equity and nondiscrimination, fostering inclusive practices and equal access for students with disabilities. Rowley, on the other hand, provided concrete legal standards regarding the adequacy of educational services and clarified the scope of schools' obligations under IDEA. Together, these cases highlight the evolution and ongoing challenges within special education law, emphasizing the importance of legal protections and appropriate educational opportunities for all students with disabilities. As legal interpretations continue to evolve, these decisions remain central to shaping policies that promote equity, inclusion, and meaningful learning experiences.
References
- Brown v. Board of Education of Topeka, 347 U.S. 483 (1954).
- Board of Education v. Rowley, 458 U.S. 176 (1982).
- U.S. Department of Education. (2017). A Guide to the Individuals with Disabilities Education Act. https://sites.ed.gov/idea/
- Mashaw, J. (2006). Special Education Law: An Introduction and Overview. Journal of Special Education Leadership, 19(1), 31-36.
- Yell, M. L. (2019). The Law and Special Education (4th ed.). Pearson.
- Rehabilitation Act of 1973, 29 U.S.C. §§ 701–796l.
- Kennedy, R. M. (2005). Education Law and Policy: Cases and Materials. West Academic Publishing.
- Almazan, O. (2014). The Impact of Landmark Court Cases on Special Education. Journal of Education Policy, 29(2), 159-176.
- Gamble, M. (2012). Inclusive Education and Legal Frameworks. International Journal of Special Education, 27(1), 102-110.
- Thomas, G. (2019). Legal Standards in Special Education: Past and Present. Education Law Review, 38(2), 56-68.