Special Education Law Newsletter Article

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Special Education Law Newsletter Article
Before 1970’s many students were denied quality schooling. The parents of these students started the advocacy groups fighting for quality education. Their pursued quality education encouraged passage of laws that motivated training teachers who could work with disabled students. After 1970’s there were many decisions by the court giving the state the powers to offer resources and schooling requirements to the needy students. At present the local and state institution are fully funding for special education (Rothstein, Laura, and Scott 21). This has brought major improvement in the lives of the special students.
Judicial decisions related to the development of special education laws were as follows: Firstly, education law of 1975 whose aim was that any child with the disability was to have an education. Secondly, we had individuals with disabilities education improvement Act of 2004 whose aim was to provide education that could meet the unique needs of the students. It was also formed to protect the rights of the parents and their children who had special needs. Thirdly, congressional investigation of 1972 was formed to check into the problems of the children with disability (Rothstein, Laura, and Scott 34). Through the investigation it was realized that many students were not receiving the appropriate education. Lastly, Elementary and Secondary Education Act of 1965 was formed to address the disparity in educational opportunity.

That made sure that the disadvantaged students had access to education.

IDEA is governed by principles which include the following: Firstly, every child with special needs is entitled to the free and appropriate education. This means a focus on a Childs individual needs and preparing the child for future education and ability to live independently. Secondly, schools should conduct evaluations appropriately especially for students with disability and the evaluation conducted by trained personnel and it should not discriminate any student. The evaluation should provide recommendations concerning the child’s progress. Thirdly, there should be an education plan that is individualized to be able to meet a child’s unique special and educational needs. Thirdly, the learning environment should not be restrictive (Crockett, Jean, and James 41). It should be modified with supplementary teaching aids and have interactive instructional materials. Fourthly, the school administration must ensure that all the parents of children with disability are fully involved in any process and meeting involving the discussion of their children and have a say on any decision that can be made on their children including the extent to which they can be evaluated. Lastly, there must be procedures that will help the parents and students to express their right legally without any hindrances.
The following are the recommended resources to help in staying up to date with legal trends in special education. Firstly, endow yourself with case studies on FAPE and IDEA. This will help to ensure that all children with disability have access to a free public and appropriate public education. Secondly, do a court review of the various cases that have been presented to the court. This will enable assessment of whether each child with special needs is properly placed in the least restrictive environment (Davidson, Donica, and Bob 51). Thirdly, study the behavior of the student. This is because some students have very dangerous behavior which can harm others example bullying and for such they should be closely monitored and appropriate punishments decided for such a student.
Works cited
Crockett, Jean B., and James M. Kauffman. The least restrictive environment: Its origins and interpretations in special education. Routledge, 2013.
Davidson, Donica N., and Bob Algozzine. “Administrators’ perceptions of special education law.” Journal of Special Education Leadership 15.2 (2002): 43-48.
Rothstein, Laura, and Scott F. Johnson. Special education law. Sage, 2009.