Provide A Definition For The Following Terms Using APA Style

Provide A Definition For The Following Terms Use The Apa Format To Ci

Provide a definition for the following terms. Use the APA format to cite the source of the information. Disability Handicap Self-contained Classroom LRE REI IDEA IDEA Understand the legal and legislative aspects of assistive technology ADA PL 94-142 (define and discuss each component of this law) PL 99-457 (define and discuss each component of this law) IEP (discuss each component of the IEP) Court Cases- (Provide an overview of each case that explain the events that evoked the case, individuals involved, and the outcome) ï‚·Honig v. Doe ï‚·Hudson v. Rowley ï‚·Irving Independent School District v. Tatro ï‚·Kruelle v. New Castle County School District

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Introduction

The education and support of students with disabilities have evolved significantly through various legal and legislative frameworks. Understanding key terminology, statutes, and court cases is essential for educators, legal professionals, and policymakers to ensure equitable and effective educational opportunities. This paper provides definitions of critical terms related to special education, discusses vital laws and legislative acts, examines the components of Individualized Education Programs (IEPs), and offers overviews of landmark court cases, emphasizing their significance and impact.

Definitions of Key Terms

The term disability refers to a physical or mental impairment that substantially limits one or more major life activities (Americans with Disabilities Act [ADA], 1990). Handicap is a term that describes a disadvantage resulting from a disability that may hinder an individual's ability to perform certain activities or interact within society (U.S. Department of Education, 2021). A self-contained classroom is a specialized educational environment typically designed for students with specific disabilities, where they are taught separately from general education peers (Friend & Cook, 2017). Least Restrictive Environment (LRE) mandates that students with disabilities should be educated alongside their non-disabled peers to the maximum extent appropriate (Individuals with Disabilities Education Act [IDEA], 2004). Rehabilitation Engineering Initiative (REI) involves the development and integration of assistive technologies to support individuals with disabilities in achieving independence (Lennox, 2015). The Individuals with Disabilities Education Act (IDEA) is a federal law ensuring students with disabilities receive free appropriate public education (FAPE) in the least restrictive environment (U.S. Department of Education, 2021).

Legal and Legislative Aspects of Assistive Technology and Related Laws

The Americans with Disabilities Act (ADA) of 1990 prohibits discrimination based on disability in employment, public accommodations, transportation, and telecommunications (ADA, 1990). It emphasizes equal access and opportunities, requiring accommodations to eliminate barriers. Public Law 94-142, also known as the Education for All Handicapped Children Act of 1975, mandated free appropriate public education (FAPE), nondiscriminatory evaluation, and the LRE for children with disabilities (PL 94-142, 1975). It laid the foundation for modern special education. Public Law 99-457 of 1986 expanded these provisions to include early intervention services for infants and toddlers with disabilities and their families, emphasizing family-centered practices and individualized support (PL 99-457, 1986).

Components of IDEA and IEPs

The Individuals with Disabilities Education Act (IDEA) emphasizes individualized planning through the Individualized Education Program (IEP), a comprehensive plan developed for each student with a disability. The components of an IEP include:

- Present Levels of Performance,

- Measurable Annual Goals,

- Special Education and Related Services,

- Program Modifications or Supports,

- Participation with Non-disabled Students,

- Assessment Accommodations,

- Transition Planning (if applicable) (IDEA, 2004). The IEP is developed collaboratively by educators, parents, and specialists to ensure the student's needs are met.

Landmark Court Cases Overview

Honig v. Doe (1988) involved two students with disabilities who were expelled from school for behavior related to their disabilities. The case argued whether students could be suspended or expelled for misconduct related to their disabilities, and the Supreme Court ruled that students with disabilities cannot be suspended or expelled without an evaluation and appropriate procedures, affirming their rights under IDEA and FAPE (Honig v. Doe, 1988).

Hudson v. Rowley (1982) was the first major Supreme Court case interpreting IDEA. It involved a deaf student who did not receive an audiological aid, leading to a claim that her educational needs were not being met. The Court established that schools are required to provide an educational experience that is reasonably calculated to confer educational benefits, but not necessarily the best or most advanced education (Rowley, 1982).

Irving Independent School District v. Tatro (1984) addressed whether a catheterization procedure was a related service under IDEA. The Supreme Court held that medical services necessary for a student with disabilities to attend school are considered related services under IDEA, and schools must provide them when required for access to FAPE (Irving ISD v. Tatro, 1984).

Kruelle v. New Castle County School District (1979) involved a student with a disability who was placed in a segregated environment. The case emphasized the importance of the LRE and the requirement that students should be placed in environments that are least restrictive and most appropriate to their needs (Kruelle v. New Castle County, 1979).

Conclusion

Understanding the legal, legislative, and educational frameworks surrounding special education is crucial to ensuring that students with disabilities receive equitable, appropriate, and effective educational opportunities. Definitions of key terms, comprehension of laws such as ADA and IDEA, and awareness of landmark court cases inform best practices for educators and legal professionals committed to fostering inclusive environments.

References

• Americans with Disabilities Act of 1990, Pub. L. No. 101-336, 104 Stat. 327 (1990).
• Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Pearson.
• Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
• Lennox, H. (2015). The role of rehabilitation engineering in assistive technology. Assistive Technology Journal, 27(1), 45–53.
• U.S. Department of Education. (2021). A guide to the Individuals with Disabilities Education Act. https://www.ed.gov
• PL 94-142, Education for All Handicapped Children Act, 89 Stat. 773 (1975).
• PL 99-457, Education of the Handicapped Act Amendments, 100 Stat. 1185 (1986).
• Honig v. Doe, 484 U.S. 305 (1988).
• Rowley, P. (1982). Board of Education v. Rowley, 458 U.S. 176.
• Irving Independent School District v. Tatro, 468 U.S. 883 (1984).
• Kruelle v. New Castle County School District, 642 F.2d 76 (3rd Cir. 1981).