EDSP470 Midterm3 important influences: parents groups (most influential), legislation (passing laws), litigation (law suits and court cases)Special education history, legislation, and litigation:Be able to discuss the 5 main protections under IDEA as reviewed in the class presentation:$ $Individuals with Disabilities Education Act- 1975…..5 main protections: 1. FAPE- free and appropriate public education (appropriate- should get the best thing for THAT specific child)2. Fair Testing: nondiscriminatory and multidisciplinary assessment- test in native language, use valid procedures to avoid racial or cultural discrimination, use different pieces of info from a multidisciplinary team3. Parent rights4. IEP-individualized education program5. LRE- education in the least restrictive environment- students with disabilities be placed with their non-disabled peers to the maximum extent appropriate with the provision of supplementary aids and servicesKnow the effects of each of the 3 court cases presented in class, on the education rights for children with disabilities.$ You should know why each case was important 1. Brown vs. Topeka, Board of Ed (1954)- about segregated school systems, had separate but equal schools, Brown won and all blacks could be included (separate but equal is not ok!)2. Pennsylvania Association for Retarded Citizens vs. Commonwealth of Pennsylvania (1971)- until this court case, thousands of mentally retarded did not go to school because there were no resources for them- Parent group (PARC) won and wanted education for all, even those with disabilities3. Mills vs. DC (1972)- up to this year DC (in charge of its own education system) could not afford to provide services for those with disabilities because it was a funding issue, but the ruling was that a lack offunds would not be an excuse to not provide education to those with disabilitiesReview ADA – p. 21, (also covered in Boxes 8.3 & 8.4 on p. 183-4).Americans with Disabilities Act (1990)- extends civil rights and nondiscrimination protection to people with disabilities in the following sectors of life: private sector employment, transportation, state and local government activities and programs, privately operated business, telecommunications. It defines a person with a disability as one who has a physical/mental impairment that limits life activities, has record of impairments, and is regarded as having such impairment.Section 504 of Rehabilitation Act- applies to any program or activity receiving federal financial assistanceThese two laws authorize federal, state, and local educational agencies to undertake programs in education and employment. They provide funds for the agencies to pay for those programs.P.L. 94-142 (1975) – What is it and why was it important?P.L. 94-142 (1975) “Education for all handicapped children act”-legislation- for every one dollar in state spending on a child with disabilities, it would be federally matched. There are 3 years to enact a FAPE for all students with disabilities (mandate- had to be done)…. <In order to receive federal funds, states must develop and implement policies that assure a free appropriate public education (FAPE) to all children with disabilities.P.L. 99-457 (1986)- reauthorization extended services to cover 3-5 year olds and established a state grant programfor infants and toddlersP.L. 101-476 (1990)- Individuals with Disabilities Education Act- reauthorization, name change is more sensitive,2 new categories established (autism and traumatic brain injury)be able to identify the 5 categories which have the most students Learning disabilities, intellectual disabilities, speech and language impairments, other health impairments, emotional disturbanceWhat is meant by “people-first” language?Respect them as a person, say the person first and then what they haveWhat is LRE and why is the determination of LRE sometimes problematic?Least restrictive environment- students with disabilities be placed with their non-disabled peers to the maximum extent appropriate with the provision of supplementary aids and services. The child should start in the general education classroom and move only if supplementary services are unsuccessful. It is problematic because “appropriate” is different based on who you ask and what their opinion isWhat is inclusion?Full-time general education class with consultation for the teacher, could include general education classes all dayChildren with disabilities need to be educated with nondisabled children to the maximum extent possible. Inclusion means that separate schooling or removal of a child from a general education class should occur only when the use of supplementary aids and services cannot adequately provide for the child’s disabilityMulticultural education and family partnershipsRisk ratioscompare the proportion of a specific racial or ethnic group receiving special ed services to the proportion among the total combined other racial/ethnic groups receiving special education (white an asian under represented, black and American Indian overrepresented)non-discriminatory evaluationan IDEA principle that requires schools to determine what each student’s disability is and how it relates to the student’s education- must be carried out in culturally responsive waylearning disability- observe, screen, prereferral, referral, nondiscriminatory evaluation procedures and standards, determination cultural deficit theoryblames the failure of students from culturally and linguistically diverse backgrounds on the disadvantages that they experienced within their own cultures. Think that cultural deprivation explains why there are significantly disparate academic and behavioral outcomes from students from racially/ethnically diverse backgrounds disproportionate representation (chapter 4) *includes over and under representation* ,overrepresentation of kids with color who are identified as having disabilities, language barriers are a reason for classification, kids of color are underrepresented in gifted and talented programs, Asians and whites are underrepresented because don’t want their kids to be classifiedprinciples and key indicators of family school partnerships, Box 4.3 (95-6). Figure 4 (p. 90)communication, professional competence (being highly qualified), respect (regards other with esteem), commitment (feeling loyalty), equality (equal opportunity and influence on decisions the other makes), advocacy (speak to