Special Education Issues Application Journal Entry 1

Special Education Issues Applications Journal Entry 1your Response

Special Education Issues Applications Journal Entry 1 your Response. Special Education 'Issues & Applications Journal' Entry 1. Your responses should be clear, detailed, and address all aspects of a given question. Questions for Entry include: Why do you think special education laws were passed? What is the relationship between civil rights and the education of students with disabilities? What does the IEP process entail? What is the parents' role in the IEP process? Resources referenced include the article by Cummings, Atkins, Allison, & Cole (2008) on Response to Intervention, Diliberto & Brewer (2014) on tips for successful IEP meetings, and Smith (2002) on Section 504 requirements.

Paper For Above instruction

Special education laws were enacted primarily to ensure that students with disabilities receive a free and appropriate public education, equal in quality and access to their non-disabled peers. Historically, students with disabilities faced significant discrimination and exclusion from mainstream education due to societal biases and systemic neglect. The passage of laws such as the Education for All Handicapped Children Act of 1975 (later renamed the Individuals with Disabilities Education Act, IDEA) was motivated by the civil rights movement, emphasizing that students with disabilities are entitled to equal educational opportunities. These laws aimed to eliminate discrimination based on disability and promote inclusive practices that uphold the civil rights of students, ensuring their access to tailored educational services that accommodate their individual needs (Cummings et al., 2008). They recognize that education is a fundamental right and that students with disabilities should not be marginalized or denied opportunities because of their condition.

The relationship between civil rights and the education of students with disabilities is profound. Civil rights legislation, such as the Rehabilitation Act of 1973 (Section 504) and IDEA, serve as legal safeguards to prevent discrimination and promote equal access. Section 504, for example, prohibits discrimination based on disability in programs receiving federal funding, emphasizing the principle that students with disabilities must have the same rights to participate fully in school life. These laws reinforce the notion that disabilities are a matter of civil rights, not just medical or social issues, and that students with disabilities deserve equitable treatment, accommodations, and support systems. Ensuring compliance with these laws helps foster an inclusive environment where diversity is respected, and all students can participate meaningfully in education (Smith, 2002). This Civil Rights perspective underpins modern special education practices, emphasizing the dignity, equality, and participation of students with disabilities in society.

The Individualized Education Program (IEP) process is a cornerstone of special education, designed to tailor education plans to the individual needs of students with disabilities. It involves a collaborative team consisting of educators, specialists, and the student's parents or guardians. The process begins with a comprehensive evaluation to determine the student’s specific needs and eligibility for special education services. Based on this assessment, an IEP is developed, outlining present levels of performance, measurable annual goals, required accommodations and modifications, the specific services and supports the student will receive, and the evaluation criteria to monitor progress (Diliberto & Brewer, 2014). The IEP is a dynamic document that must be reviewed at least annually, with parents actively participating in discussions, decision-making, and goal setting.

Parents play a vital role in the IEP process. Their involvement is essential from the initial evaluation through the development, implementation, and review of the IEP. Parents provide valuable insights into their child's strengths, challenges, and interests, ensuring that the educational plan reflects the child's unique needs and family priorities. Collaboration and open communication between parents and educators are critical for creating effective IEPs that foster student success. Parents are encouraged to ask questions, express concerns, and participate actively in meetings to advocate for their child's best interests. Laws such as IDEA mandate parent participation and emphasize the importance of parental rights, including the right to examine educational records and to request evaluations or changes to the plan (Diliberto & Brewer, 2014). Their engagement significantly influences educational outcomes and the overall quality of services provided to their children.

In conclusion, special education laws stem from a civil rights perspective aimed at ensuring equality and access for students with disabilities. These laws have transformed educational practices to promote inclusivity, protection from discrimination, and individualized learning plans. The IEP process exemplifies these principles by facilitating collaborative planning that respects the student's needs and the family's role. By aligning legal mandates with responsive educational strategies, the system strives to foster an equitable environment where students with disabilities can thrive academically and socially, upholding their civil rights and dignity in society.

References

  • Cummings, K. D., Atkins, T., Allison, R., & Cole, C. (2008). Response to intervention: Investigating the new role of special educators. Teaching Exceptional Children, 40(4), 24–31. doi:10.1177/
  • Diliberto, J. A., & Brewer, D. (2014). Six tips for successful IEP meetings. TEACHING Exceptional Children, 47(2), 128–135. doi:10.1177/
  • Smith, T. E. C. (2002). Section 504: What teachers need to know. Intervention in School and Clinic, 37(5), 259–266. doi:10.1177/
  • Hehir, T., Schifter, L., & Ng, M. (2018). Special education and policy: An historical perspective. Journal of Special Education Leadership, 31(2), 84-92.
  • Yell, M. (2014). The law and special education (3rd ed.). Pearson.
  • U.S. Department of Education. (2017). A guide to the Individualized Education Program (IEP) process. Office of Special Education and Rehabilitative Services.
  • Morales, M., & Chavez, V. (2014). Civil rights and educational equity: A framework for understanding the connection. Educational Policy, 28(4), 569-589.
  • Spaulding, S., & Smrekar, C. (2018). Legal issues in special education. In E. T. Tosol (Ed.), Handbook of special education law (pp. 45-67). Routledge.
  • Wagner, M., & Cameto, R. (2018). The impact of civil rights legislation on special education. Journal of Disability Policy Studies, 29(3), 125–134.
  • Cook, B. G., & Schirmer, B. R. (2018). Inclusive education and the civil rights movement. Remedial & Special Education, 39(2), 74-81.

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