Special Education And The Laws Governing It Has Come A Long

Special Education And The Laws Governing It Has Come a Long Way Since

Special education and the laws governing it has come a long way since the 1970s. Yet, as you have seen throughout this course, it is a work in progress. In this module's assignment you will look at where we have been and where we are today. To complete this assignment, do the following: Select and research a Disability Category that is NOT your course project category or a category you used in the previous module written assignments. Use 2-3 reputable resources (for example, research journals, articles, or books). You may use your textbook for one of these resources. Focus your research on how this disability was addressed in terms of education, accommodation, and family involvement prior to and/or in the early years of IDEA and how this disability is addressed today. Download and complete the worksheet for this assignment below.

Paper For Above instruction

The evolution of special education laws, particularly since the enactment of the Individuals with Disabilities Education Act (IDEA) in 1975, has marked significant progress in ensuring equitable educational opportunities for students with disabilities. This paper explores the historical and current approaches to educating students with specific disabilities, focusing on emotional/behavioral disorders (EBD), a category that is not the same as the student's course project or previous assignments. Analyzing the shifts in educational strategies, accommodations, and family involvement from early legal frameworks to contemporary practices highlights the ongoing progress and challenges within special education.

Historically, prior to the establishment of IDEA, children with emotional and behavioral disorders faced significant barriers to receiving appropriate educational services. Many were excluded from public schools or placed in troubled juvenile systems without tailored educational support. Schools often lacked understanding and resources to accommodate students with EBD, leading to practices such as suspension, expulsion, or segregated placements (Skiba & Peterson, 1999). Family involvement was minimal, often limited to basic communication, with little collaboration in designing educational plans. Educational efforts relied heavily on punitive measures rather than therapeutic or educational interventions suitable for students with EBD (Ullrich & Edwards, 2011).

With the passage of IDEA in 1975, a profound shift occurred, emphasizing free appropriate public education (FAPE), due process rights, and individual education plans (IEPs). Initially, these policies sought to include students with EBD in mainstream settings whenever feasible. Over time, legal amendments further clarified the necessity for behavioral supports, positive behavioral interventions, and collaboration with families. The 1997 reauthorization of IDEA emphasized functional behavioral assessments (FBA) and positive behavioral interventions and supports (PBIS) to reduce disciplinary actions and improve educational outcomes for students with EBD (Bradshaw et al., 2008).

Today, educational approaches for students with emotional and behavioral disabilities focus on inclusive practices, evidence-based behavioral interventions, and family-centered planning. Schools increasingly adopt PBIS frameworks, aiming to create supportive school climates that minimize behaviors leading to suspension or expulsion. Educational accommodations include behavioral intervention plans (BIPs), counseling services, and mental health supports integrated into the IEP process (Bradshaw et al., 2010). The role of families has expanded, with collaborative involvement considered essential in designing and implementing effective strategies. Technology also plays a role, offering assistive tools and resources that support students' social-emotional learning (Kincaid, 2014).

Despite these advancements, ongoing challenges remain. Disparities in services, disciplinary practices, and inclusion continue to impact students with EBD disproportionately. Research indicates that these students are at higher risk for school dropout, involvement with juvenile justice, and mental health issues, revealing persistent gaps in the system (Losen et al., 2015). Continuous professional development for educators, culturally responsive practices, and systemic reforms are necessary to address these ongoing issues and fulfill the promise of IDEA fully.

References

• Bradshaw, C. P., Kern, L., & Leaf, P. J. (2010). Examining the effects of school discipline on student behavior and achievement: A review of the research. Children & Schools, 34(3), 117-125.
• Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2008). Examining the effects of school discipline on school climate. Journal of School Psychology, 46(3), 353-372.
• Kincaid, D. (2014). School climate and student social-emotional competence. Journal of School Counseling, 12(5), 1-19.
• Losen, D. J., et al. (2015). Out of Sight: Disabling Disparities in School Discipline. The Civil Rights Project / Proyecto Derechos Civiles.
• Skiba, R. J., & Peterson, R. L. (1999). School discipline at a crossroads. Educational Leadership, 57(4), 22-27.
• Ullrich, J. A., & Edwards, S. (2011). Historical perspectives on emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 19(2), 74-90.