Diversity & Inclusion

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Diversity & Inclusion
Task 601.3.2-05
January 5, 2009

To complete task 601.3.2-05 I will (A) summarize the six key components of the Individuals with Disabilities Education Act of 1975 (IDEA), as well as (B) summarizing key components of the specified IDEA reauthorizations. (C) I will also successfully summarize, in sequential order, the IDEA guidelines and processes for referral for special education services. (D) Finally, I will incorporate at least four of the five specified intervention concepts in to my referral summarization. A) There are six key components of the PL 94-142, otherwise known as the Individuals with Disabilities Education Act of 1975 or IDEA. The acts main points, signed in to law by President Gerald Ford in November of 1975, have survived litigation for over three decades. The key components are: a free appropriate public education (FAPE), the least restrictive environment (LRE), an individualized education program (IEP), procedural due process, nondiscriminatory assessment, and parental participation. A free appropriate public education or FAPE simply stated means that every child, no matter what or how severe their disability, is entitled to a public education at no cost to their parents or guardians. The FAPE principal is essential to the process of inclusion in that it maintains a “zero reject” philosophy, meaning no child determined to have a disability can be excluded (Gargiulo, 2009). Another important implication of FAPE is that it includes the term “related services” in its definition. A related service can be anything from specialized instruction to physical therapy to transportation to nutrition counseling. Whatever the student requires to receive an appropriate education, both academic and functional, from the state will be furnished at no charge to the student. There are criteria that define appropriate education. A few of the criteria are: The education must meet the unique individual needs of the student, provide access to the general curriculum, and is administered utilizing an IEP or individualized education plan. Finally, the right of children with disabilities to receive a free appropriate public education is backed by three federal statutes: Section 504 of the 1973 Rehabilitation Act, Individuals with Disabilities Education Act of 1975 (IDEA), and Americans with Disabilities Act of 1990 (Wikipedia, 2008). Another key component to IDEA is that the education must be provided in the least restrictive environment. This means that whenever possible a student with disabilities is to be educated with the general student population. The location of where the student will be educated is stated within the IEP. The notion of least restrictive environment has been hotly debated and has split the special education community. The objective of an appropriate education is to help the student reach his or her potential by achieving the goals set forth in the IEP and it must be accomplished in a setting that most closely aligns to a general education class setting. Traditionally, the education delivery options that have been utilized most frequently and supported by most advocates have been the general education classroom, a resource room, and separate classroom within the general education school. Other available options currently in use are separate schools, residential facilities and homebound or hospital education settings (Gargiulo, 2009). The IEP team attempts to meet the educational needs of the student allowing for the most interaction with non-disabled students possible. An Individualized Education Program or IEP is not only a key component mandated by the IDEA, but the key component to the education process of a child with disabilities. The IEP document outlines the program goals necessary to meet the unique educational and functional needs of the student with disabilities. The IEP contains information on the student’s current level of academic...
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