Historical Perspectives of Special Education

1
Historical Perspectives of Special Education

• SPED 5175
• Instructional Planning

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Contents

• Phases of Reform for General Education
• Phases of Reform for Special Education

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Learning Objectives

• To identify the main point of A Nation At Risk,
  The Effective Schools Movement, Goals 2000, and
  NCLB
• To identify the main provision of EAHCA and IDEA
• To list the six principles of IDEA

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PHASES OF REFORM FOR GENERAL EDUCATION
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A Nation At Risk The Imperative for Educational
Reform

• Reform in general education began with the
  seminal, yet controversial report A Nation at
  Risk (NAR) presented by the National Commission
  on Excellence in Education in April 1983.
• NAR report informs the public that US students
  were performing academically below students from
  other countries, due to four factors
• inadequacies of curriculum
• low student expectations
• insufficient time on school work
• inadequate teacher preparation education

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A Nation At Risk The Imperative for Educational
Reform

• NAR report stimulates a rash of school
  initiatives focusing on stiffening curriculum
  standards, particularly in math and science to
  enable US students to successfully compete
  academically with individuals from other
  countries.

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The Effective Schools Movement

• Initiated in the mid 1980s by Dr. Larry Lezotte,
  who found several qualities that make up
  effective schools strong instructional
  leadership, strong sense of mission, safe and
  orderly school environment, demonstrated
  effective instructional behaviors, held high
  expectations for all students, practiced frequent
  monitoring of student achievement, high rates of
  opportunity to learn and student time on task,
  and positive home-school relations.

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The Effective Schools Movement

• Basic beliefs of the Effective Schools Movement
• All children can learn and come to school
  motivated to learn
• Schools are held accountable for assuring ALL
  students do learn
• Use measured student achievement
• Stakeholders are the most qualified and capable
  people to plan and implement the changes
  necessary to fulfill the learning for all
  mission

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Goals 2000 Educate America Act

• Goals 2000, signed by President Clinton in March
  1994, offered federal grants to promote the
  development and implementation of more rigorous
  curriculum and performance standards for
  students. The authorization of Goals 2000 was
  based on recognition of fundamental principles
  that underline effective school change.

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Goals 2000 Educate America Act

• This reform was intended to help students rank
  first in math and science as compared to their
  foreign counterparts, to increase high school
  graduation rates and opportunities to embellish
  rigorous curriculum in all content areas.

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Goals 2000 Educate America Act

• By year 2000, America should achieve 8 goals
• All children will start school ready to learn
• High school graduate will increase to 90
• U.S. students will be first in math and science
  achievement
• All adults will be literate and engage in
  lifelong learning
• All schools will be free of drug and violence
• High parental participation
• Good teacher education and professional
  development
• All children will experience excellent
  achievement and citizenship

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No Child Left Behind Act (NCLB)

• Signed by President George W. Bush in 2001. Is a
  reauthorization of the Elementary and Secondary
  Education Act (ESEA). Although NCLB is a general
  education reform initiative, it contains numerous
  key elements that have important implications for
  students with disabilities.
• Requires that all students in grades 3-8 be
  tested in reading and math through a statewide
  assessment system must indicate equivalent gains
  of student progress from year to year.
• Focuses on closing the achievement gap between
  student subgroups.

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No Child Left Behind Act (NCLB)

• Four reform principles
• Accountability
• Flexibility
• Research-based reforms
• Parental options

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No Child Left Behind Act (NCLB)

• Schools are required to report annual, adequate
  yearly progress (AYP) reflecting steady progress
  by students. Failure to meet AYP standards
  results in assistance from the local school
  district toward improvement in the schools
  education program.
• Students with disabilities are included in the
  AYP equations for their home schools. For
  students with disabilities, NCLB can mean more
  collaborative efforts on the part of general
  education to provide support and the necessary
  resources that will enable them to successfully
  meet state performance standards.

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PHASES OF REFORM FOR SPECIAL EDUCATION
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Education for All Handicapped Children Act
(EAHCA) PL 94-142 (1975)

• PL 94-142
• What does the number mean?
• Each time a bill is reauthorized the numbers
  change
• 94 the 94th Congress in which the bill was
  passed
• 142 the 142nd bill passed by the Congress

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Education for All Handicapped Children Act
(EAHCA) PL 94-142 (1975)

• Free, appropriate public education for all
  children with disabilities ages 6 to 17, and age
  3-5 18-21 if states have services for children
  without disabilities
• Rights of children with disabilities and their
  parents in educational decision making
• Development of an individualized education
  program (IEP)
• Least restrictive environment (LRE) continuum of
  services

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EAHCA Amendments (PL 98-199, 1983)

• States are required to collect data on secondary
  students with disabilities existing schools to
  address their transition needs.
• States can receive incentives for providing
  services to infants and preschool children with
  disabilities (age 0-5)

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EAHCA Amendments (PL 99-457, 1986)

• Free, appropriate education to all 3- to
  5-year-olds with disabilities
• Early intervention services to infants and
  toddlers with disabilities Individualized Family
  Service Plan (IFSP)

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Individuals with Disabilities Education Act
(IDEA) of 1990 (PL 101-476)

• This amendment renamed the EAHCA to IDEA
• (person-first language)
• Autism and traumatic brain injury were added as
  new categories of disabilities
• All IEPs should include a statement of needed
  transition services no later than age 16

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Individuals with Disabilities Education Act
(IDEA) of 1997 (PL 105-17)

• Increased parental involvement at all stages of
  the decision making, eligibility determination,
  and planning process
• Access to general curriculum and accountability
  efforts
• Increased involvement of general education
  teachers
• Inclusion of all students with disabilities in
  district and state assessments
• Disciplining students with disabilities
  manifestation determination, functional
  behavioral assessment, positive behavior
  intervention and strategies

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Individuals with Disabilities Education
Improvement Act of 2004 (IDEIA)

• Paperwork reduction
• Deleted benchmarks and short-term objectives
  (except for students taking alternative
  assessments)
• Multi-year IEPs
• Highly qualified special educators
• Identification of students with LD no longer
  requires the consideration of discrepancy between
  achievement and intellectual ability (response
  to instruction model)
• Overidentification of minority students

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Six major principles of IDEA

• Zero reject no child with a disability can be
  excluded from public education in the US. (child
  find system)
• Nondiscriminatory identification and evaluation
  schools must use a variety of nondiscriminatory,
  multifactored methods of evaluation to determine
  whether a student has a disability, and if so,
  whether special education services are required
• Free, appropriate public education (FAPE) all
  students with disabilities must receive a free,
  appropriate public education with no cost to the
  childs parents these students must also have an
  individualized education program (IEP) in place

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Six major principles of IDEA

• Least restrictive environment (LRE) students
  with disabilities are entitled to be educated
  with their peers without disabilities to the
  maximum extent possible and appropriate to their
  identified learning needs
• Due process due process must be followed in all
  placement decisions and changes in services for
  an individual with disabilities to protect the
  rights of children with disabilities and their
  parents
• Parent and student participation school
  personnel must collaborate with parents and
  students (whenever appropriate) in the design and
  implementation of the individualized education
  program

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Which IDEA principle is violated? (Review)

• Janice's teachers and principal conducted her
  annual IEP meeting without inviting her parents.
• parent participation
• Jamie's parents were told that Jamie could not
  attend his neighborhood school because his
  disabilities were too severe.
• zero reject

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Which IDEA principle is violated?(Review)

• Alice was identified as needing special education
  services based on the results of one IQ test.
• nondiscriminatory identification and assessment
• Tommy's parents were told that they were not
  allowed to appeal the school's decision about his
  placement.
• due process

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Which IDEA principle is violated?(Review)

• Rich, a child with mild learning disabilities,
  was placed in a self-contained special education
  classroom even though he could have been
  successful in a regular classroom.
• least restrictive environment
• Jackie's IEP team selected goals and objectives
  that grossly underestimated her abilities.
• FAPE and IEP

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Which IDEA principle is violated?(Review)

• Patty, whose first language is Spanish, was
  identified to receive special education services
  based on assessments administered to her in
  English.
• nondiscriminatory identification and assessment
• The administrator at Frank's school refused to
  let his parents see his school records.
• due process

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Which IDEA principle is violated?(Review)

• The London County School District uses a full
  inclusion model with no continuum of service
  options in place. As a result, many students are
  inappropriately placed in regular classrooms
  full-time.
• least restrictive environment
• Ivy was identified for special education
  services, but an IEP was never developed for her.
• FAPE and IEP

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Learning Checklist

• What main points are identified in
• A Nation At Risk?
• The Effective Schools Movement?
• Goals 2000?
• NCLB?
• What are the main provisions of EAHCA and IDEA?
• What are the six principles of IDEA?

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Review

• This legislation is a general education reform
  initiative, passed in 2001 by president Bush. It
  addresses the importance of accountability,
  flexibility, research-based reforms, and parental
  options.
• Answer NCLB

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Review

• This law first added autism and traumatic brain
  injury as new categories of disabilities.
• Answer PL101-476 (IDEA 1990)

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Review

• This principle of IDEA specifies that students
  with disabilities should be educated with their
  peers without disabilities to the maximum extent
  possible.
• Answer LRE

34
Review

• This amendment of the IDEA first requires school
  to identify procedures to reduce
  overidentification of minority students in
  special education.
• Answer IDEIA 2004

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Review

• The phase of reform for special education started
  with the passage of this law, which addresses the
  needs for a free, appropriate public education
  and the development of the IEP.
• Answer EAHCA PL94-142 (1975)

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Review

• The requirement for access to general
  curriculum is first required in this amendment
  of the IDEA.
• Answer IDEA 1997 (PL105-17)

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Review

• The principle of the IDEA says that no child with
  a disability should be excluded from public
  education in the U.S.
• Answer zero reject

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Review

• Sarah is recently identified as having autism
  however, an appropriate IEP is never developed to
  address her needs. Which principle of the IDEA is
  violated?
• Answer FAPE (and IEP)

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Dos and Donts

• Small Group Share
• Share your selected Dos
• Share your selected Donts
• If you have experience, was there a Dont that
  made you feel uncomfortable?
• Group report

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Reminder

• Essay1 is due next week
• Reference/cite the article, if used
• According to Salend and Garrick Duhaney (2005),
  
• It is important to use culturally appropriate
  behavior management strategies (Salend Garrick
  Duhaney, 2005)
• CEC Standards assignment is due next week