Special education in the United States

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Special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Children with Disability Act (EAHCA) "(sometimes referred to using the EAHCA or EHA acronym, or Public Law (PL) 94-142) adopted by the United States Congress in 1975, in response to discriminatory treatment by public education institutions against students with disabilities. "The EAHCA was later modified to strengthen the protection of students with disabilities and rename Individuals with Disabilities Education Act (IDEA). IDEA requires countries to provide special education and related services that are consistent with federal standards as a condition for receiving federal funds.

IDEA grants every student the right to a free and appropriate public education (FAPE) in the least restrictive environment (LRE). To ensure FAPE, a team of professionals from local educational institutions and parents to identify unique student education needs, develop yearly objectives for students and determine placement, program modification, accommodation testing, counseling, and other specialized services that meet student needs. Parents should be equal participants in this process as well as others who have knowledge of the child, the meaning of data collected through evaluation, and all placement options. The student plan, to include the above, is recorded in the Individualized Education Program (IEP). Child placement is usually determined by an annual appraisal, based on the child's IEP, and as close to the child's home as possible. Schools are required to develop and implement IEPs that meet federal and state education institution standards. Parents have the option of denying Special Education services to their child.

Under IDEA, students with disabilities are entitled to receive special education services through their local school district from age 3 to age 18 or 21. In order to receive special education services, a student must show disability in one of 13 specific categories, including autism, disability, certain learning disabilities, intellectual impairment, emotional and/or behavioral disabilities, intellectual disability, speech and language disability, blind hearing, visual impairment, hearing loss, orthopedic or physical disorders, other health disorders (including attention deficit disorder), many defects and traumatic brain injury. Depending on the individual needs of the students, they may be incorporated, mainstreamed, or placed in special schools, and/or may receive many specialized services in the source room or self-contained classroom. In addition to academic goals, the objectives documented in the IEP can address personal care, social, physical, verbal, and vocational skills. Program placement is an integral part of the process, and usually occurs during IEP meetings.

Video Special education in the United States

Implementation through cooperative federalism

Special education programs at the district level are structured on the model of cooperative federalism and are therefore governed by state and federal law. The court explained:

IDEA is often described as a model of cooperative federalism. Dist Little Rock School. v. Mauney, 183 F. 3d 816, 830 (CA8 1999). Leaving the United States the primary responsibility for developing and implementing an education program for disabled children, [but] imposes significant requirements to be followed in the release of that responsibility. Board Ed. from Hendrick Hudson Central School Dist., Westchester Cty. v. Rowley, 458 U. S. 176, 183 (1982). For example, the Act mandates cooperation and reporting between state and federal education authorities. States Parties shall declare to the Secretary of Education that they have policies and procedures that will effectively comply with the provisions of the Act. State educational institutions, in turn, must ensure that local schools and teachers meet State education standards. Local education institutions (school boards or other administrative bodies) may receive IDEA funds only if they certify to state education institutions that they act in accordance with State policies and procedures.

Disputes over the application of the law begin in the local school district and travel through administrative legal proceedings subject to legal review. Furthermore, the legal aspect of special education lies in the development of civil rights jurisprudence.

Maps Special education in the United States

Free Public Education (FAPE)

Free appropriate Public Education means special education and related services that:

• Available at public expense, under public scrutiny and direction, and no cost,
• Meet country requirements and federal regulatory requirements
• Include appropriate preschool, primary school or high school in the States involved, and
• Comply with Legitimate Personal Education Plans

See 34 CFR 300.17

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Limited restricted environment

The most rigid environmental mandate (LRE) requires that all students in special education be educated with the typical counterparts to the maximum extent, while still providing FAPE. The LRE requirement is intended to prevent unnecessary segregation of students with disabilities, and based on the findings of Congress, students with disabilities tend to have more success when they remain with or have access to typical peers.

Although students should be educated in their LRE according to the law. There are other things we should explore when it comes to an LRE student. The behavior of a student is key to LRE. If the behavior does not fit in the LRE, then it can be resolved by the limits and (BIP) of the Behavioral Intervention Plan. The School System should allow one of the following persons: Special Education Professional, Psychologist or Behavioral Specialist to write and train teachers about the plan, before it is implemented in the classroom. This plan should be combined with the IEP to ensure a successful learning environment.

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Related services

Special education-related services include speech and language therapy, occupational therapy and physical therapy. Services may be provided in individual or small group sessions, in general education classes or just as consultations between service providers and other team members. Each associated service provider in the team must include a goal in the IEP as well as the specific time allocated to the student.

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Settings for individual services

Think of the least restrictive environment on the continuum of full inclusion with colleagues into home instruction. Its mandate is to provide free and proper public education in the most unlimited environment in which progress can be made.

Inclusion is a gold standard and accepted as best practice. Most students with minor disabilities spend most of their day in public education settings with their typical counterparts. Students may be provided with full or part time instructional assistants to assist them with their duties.

More recently, many schools have incorporated inclusive classrooms of public education and special education teachers "teaching together." Together both educators work as a team to deliver instructions, while applying modifications and legal accommodation to students with special needs in the classroom.

If a student can not study in a fully inclusive situation, a special education team may decide to try students in a more rigorous setting, usually partial inclusion. As the name implies, partial inclusion is when students with disabilities participate in general educational settings for a part of the day and receive most academic instruction in a pull-out class, such as a resource room, with a special education teacher or other staff.

Some students need a Life Skills Academy because of the severity of their disability. Such students are usually assigned to self-contained classrooms where they will spend at least 60% of their school days working directly with special education staff. These students may or may not be able to participate in public education classes with typical peers.

If a student can not function in a general education class and/or special education class, the team's next step is to consider placing students in schools specializing in the education of children with extreme disabilities. The trend during the 1990s was to move away from this model, as previous research showed academic and behavioral growth among students when taught through individual instruction in general settings.

If the student has a very severe health condition or can not attend school for other reasons, he/she will receive instructions at home. A special education teacher, staff and related service providers go to the student's home to give instructions.

The highest level of restrictive placement is institutionalization. When the student needs in such a way that he can not function in one of the less restrictive environments, the placement of housing should be considered by the team. Very few students in the United States are currently on a housing placement. The goal is usually to get students to the point where they can return to the public school campus, if at all possible.

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History of special education in the US

Until the passage of PL94-142 in 1975, American schools educated only one in five disabled children. More than 1 million students were denied access to public schools and another 3.5 million received little or no effective instruction. Many countries have laws that explicitly exclude children with certain types of disabilities, including blind children, deaf, and children labeled "emotionally disturbed" or "mentally retarded."

In the 1950s and 1960s, family associations began to form and advocate for the rights of children with disabilities. In response, the Federal government began to allocate funds to develop methods of working with children with disabilities and issued several laws that support the development and implementation of programs and services to meet their needs and their families. Two laws provide training for professionals and teachers who work with students with mental retardation (PL 85-926 in 1958 and PL 86-158 in 1959). In 1961, Deaf Teachers (PL 87-276) provided training for teachers to work with deaf or hard of hearing. In 1965, the Basic and Intermediate Education Act (PL 89-10) and the State School Law (PL 89-313) provided funds to states to help educate children with disabilities. In 1968, the Early Childhood Disability Education Assistance Act of 1968 (PL 90-538) funded the intervention of early childhood for children with disabilities. Some important court decisions establish the state's responsibility to educate children with disabilities (in particular, the Pennsylvania Association for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania (1971) and Mills v. Education Council of the District of Columbia (1972)).

Rehabilitation Act of 1973

Section 504 of the 1973 Rehabilitation Act guarantees civil rights for persons with disabilities in the context of federally funded institutions or any program or activity that receives Federal financial assistance. Required accommodation in affected schools for the disabled includes access to buildings and structures and increased integration into the community. 504 Act applies to all people throughout their lives, not just 3 to 21 years. A person with a 504 plan does not have to have an educational disability. The spirit of 504 is to equate the playing field for the disabled and about access.

Education for All 1975 Disabled Children Act

In 1975, the Law on Education for All Disabled Children (EHA), Law 94-142 stipulates the right of children with disabilities to receive free and appropriate public education and provides funds to enable local and state education institutions to comply with the new terms. The action states that the goal is fourfold:

• To ensure that all children with disabilities receive appropriate and appropriate public education that emphasizes special education and related services designed to meet their unique needs
• To protect the rights of children with disabilities and their parents
• To help local and state education institutions provide education for all children with disabilities
• To assess and ensure the effectiveness of efforts to educate all children with disabilities

In 1986 the EHA was re-authorized as PL 99-457, which also included infants and under-fives under 3 years of age with disabilities, and provided an associated Individual Family Service Package (IFSP), prepared documents to ensure delivery of individualized services to families of infants and toddler in question.

Americans with Disabilities Act

Provide individuals with disabilities who identified the same protection from discrimination as provided by the Civil Rights Act of 1964, the United States with Disabilities Act of 1990 (ADA) prohibits discrimination in employment (Title 1), public services and transportation (Title 2) accommodation public (Title 3), telecommunications (Title 4) and other provisions (Title 5). It is a major step in normalizing the lives of the disabled. Title 3 prohibits disability-based discrimination in any place of public accommodation with respect to the full and equal enjoyment of goods, services, facilities or accommodation. Public accommodation includes most places of education.

Individuals with Disabilities Education Act (IDEA)

The law on disability education has changed with the introduction of Individuals with Disabilities Education Act (IDEA). Prior to that time, the focus of the law in the EHA was to provide access to education for students with disabilities who had been marginalized in the public school system. Satisfied that the goal of "access" has been achieved, in 1997 Congress enacted IDEA with the aim of addressing implementation problems resulting from "low expectations, and inadequate focus on the application of research that can be replicated on proven teaching and learning methods for children people with disabilities. "20 ASC Ã,§ 1400 (c) (4). The law clearly states its commitment to "our national policy to ensure equality of opportunity, full participation, independent living, and economic independence for individuals with disabilities." 20 U.S.C. Ã,§ 1400 (c) (1).

In part, IDEA represents a significant change in the focus of the disability education system in place before 1997. IDEA adds an individual transition plan (ITP) for individual transition from middle to high adult or post-secondary education. Special education coverage extends to the category of autism and traumatic brain injury (TBI). In 1997 IDEA was reauthorized as PL 105-17 and expansion of coverage for attention deficit hyperactivity disorder (ADHD), functional behavioral assessment and intervention plans were added, and ITP's were integrated in the IEP. An additional reauthorization was made in 2004 (below).

Like previous EHEA, the zero-denial rule of action requires schools to provide educational services to each disabled child, even if there is no hope of the child benefiting from the service (eg, if the child is in a coma).

No Child Left Behind

The 2001 Basic and Intermediate Basic Education Act (ESEA) PL 107-110, better known as the No Child Left Behind Law, requires accountability for the academic performance of all school children, including persons with disabilities. It's called for 100% proficiency in reading and math in 2012.

Assistive Technology Act 2004 (ATA) PL 108-364 provides support for school-to-work transition projects and makes loan programs for the purchase of assistive technology (AT) devices.

The 2004 Individual Disability Education Guardianship Act, PL 108-446 changes the procedure for the identification of learning disabilities, requires high qualification standards for special education teachers, stipulates that all students with disabilities participate in annual documented states or districts or documented alternative assessments, and allowed in response to activities related to weapons, drugs or violence that can be placed students in alternative temporary education settings.

Some student disability protections not covered by IDEA may still be covered under Section 504 or ADA because of the broader definition of what constitutes a disability. There are some rumors in Education about NCLB. There is a rumor that teachers are forced to test children with severe disabilities. IDEA does not cover children under the Disability Act. The problem is they are grouping all children with the same severe disability. Erin Dillon, a former Senior Policy Analyst, declares as the author for "EducationSector" That all special education students do not fit the criteria of severe disability. Students can reach the classroom level with on-site equipment and accommodation. NCLB becomes more responsible by placing students in subgroups to identify specific disabilities. Most students under IDEA have been included in the DISABLED LEARNING (LD) category. The LD label is there to ensure that students get the right help needed to get a class-level performance. Dillon notes that there are 4 groups that serve 80% of special education; Learning Disabled (LD), Emotional Disorder (ED), Speech and Language & amp; Other health problems, such as ADD. Since 1977 the disabled student population has increased from 8% to 14% by 2006 (Dillon). African-American students accounted for 15% of the total student population, but brought 21% of the identified special education students. Studies show that most Afro-American students are labeled in special education as MR or ED; white students are labeled as Autism. The main problem is how to calculate the score and be fair to this special education student population (Calculate Quality 2004, Count Me Login).

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federal funds for special education

According to CSEF 2004 report, the enrollment and special education expenditures have grown steadily since IDEA implementation in 1975. It appears that total special education expenditures have grown faster than general education expenditures, but this is mainly because enrollment and identification of special education students has increased faster than level of student population as a whole. Improving the registration of special education of children born to 21 years as a percentage of total enrollment of students may be attributed to several factors, including increasing number of school-aged children at risk, and increasing number of preschoolers, as well as infants and toddlers (Birth to age 3) served by IDEA Section C. Special education expenditures have shown a steady parallel increase and are likely to be due to stable growth and uninterrupted registrations. Based on 1999-2000 data from the national SEEP, 50 states and the District of Columbia spend about $ 50 billion on special education services alone, and $ 78.3 billion for all education services needed to educate students with disabilities (including regular education services and other special). requires programs such as Title I and English learners) of $ 8,080 per special education student.

The primary source of federal government funding for special education programs is IDEA Section B. Part B is the legislature that mandates the disbursement of federal funds to state governments and special education program regulations. Once the country receives the disbursement, the funds are channeled to each local school district according to PartEA IDEA standards and state funding methods.

Part B of IDEA initially endorsed Congress to contribute up to 40 percent of the national average per student expenditure for each special education student. 20 U.S.C. Ã,§ 1411 (a). Allocation for special education fails to apply original authorization. Numerous studies have sought to track the clear distinction between federal commitment to special education and lack of funding. A 2003 study by SEEP, now the Center for Special Education Funding, stipulates that the per-student expenditure on special education ranges from a low of $ 10,558 for students with specific learning disabilities up to $ 20,095 for students with multiple disabilities. According to the SEEP study, expenditures for students with specific learning disabilities were 1.6 times the expenditure for regular education students, while expenses for students with dual disabilities were 3.1 times higher. Most countries, in turn, have failed to cover the gap in federal funding, and this in turn has created financial pressure on local school districts. This has caused periodic calls to bring the allocations according to the original authorization.

During the 1999-2000 school year, 50 states and the District of Columbia spent about $ 50 billion on special education services, totaling $ 8,080 per special education student. Total expenses for regular and specialized education services for students with disabilities amount to $ 77.3 billion, or an average of $ 12,474 per student. An additional one billion dollars is spent on students with disabilities for other special needs programs (eg Title I, English learners, or gifted and talented students), bringing the total number of students per student to $ 12,639. Total spending to educate students with disabilities, including regular education and special education, represents 21.4% of total spending of $ 360.6 billion for primary and secondary education in the United States. Additional expenditures to educate students on average with disabilities are estimated to be $ 5,918 per student. This is the difference between total expenditures per student eligible for special education services ($ 12,474) and total expenditure per student of regular education ($ 6,556). Based on 1999-2000 school year data, the total expenditures for educating students with disabilities on average are estimated to be 1.90 times issued to educate regular regular education students without special needs.

Country Funding System

According to the CSEF Report on the State Education Special Education System, on average, the state provides approximately 45 percent and the local district about 46 percent of support for special education programs, with the remaining 9 percent being provided through federal IDEA funds. The state uses various methods of allocating funds to the school district. Under a special weighted educational funding system (used by about 34% of states), state-specific education assistance is allocated per student. Under a weighted funding system, the amount of aid provided to local districts is based on the "weighting" of funding associated with each special education student. Under a flat grant system, funding (used for only one country) is based on the amount of permanent funding per student.

Other countries provide a flat grant based on the count of all students in the district, not on the number of special education students. Advocates for this system argue that it eliminates incentives to identify students excessively for special education. However, the range of students eligible for special education in various districts is vast, that a flat grant-based system creates significant gaps in the local effort required.

There are other funding systems in use. Under a resource-based system, funding is based on the allocation of specific educational resources, such as teachers or class units. Resource-based formulas include unit and personnel mechanisms where the distribution of funds is based on payments for specific resources, such as teachers, helpers, or equipment. Under a percentage replacement system, the amount of country-specific education assistance received by districts is directly based on expenditures for the program. Variable block grants are used to describe a funding approach in which funding is determined in part by the allocation of the base year, expenditure, and/or registration. Many states use separate funding mechanisms to target resources to specific populations or areas of policy concern such as the extension of school year service or special equipment. According to the CSEF report, more and more states have separate funding streams that can be accessed by districts that serve high-end specialist education students.

Maintaining Efforts

The purpose of special federal education funding is to maintain or improve the quality of specialized education services. This objective would be attenuated if additional federal dollars were "replaced" simply by reducing the level of state or local funding for special education. For this reason, like many other such programs, federal laws and regulations contain accounting guidelines, which require "business maintenance." The law states that federal funds are provided to local educational institutions "(i) Only used to pay the excess costs of providing special education and related services for children with disabilities, (ii) should be used to supplement State, local and other federal funds and (iii) May not be used... to reduce the level of expenditure on education of children with disabilities made by local education institutions from local funds below that level of expenditure for before the fiscal year 20 USC 1413 Rules that implement this requirement begins with tests aimed at ensuring that funds provided to local educational institutions (LEAs) under Part B of IDEA should not be used to reduce the level of expenditure on education of children with disabilities made by LEAs from local funds below the level such expenditures for the previous fiscal year. Applying these terms fairly at the local level requires some exceptions

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Students eligible for special education

By federal law, no student is too disabled to get the appropriate free education. Whether it is useful and appropriate to try to educate the most severely handicapped children, such as children who are in a state of continuous vegetation or in a coma, is debated. While many severely handicapped children can learn at least simple tasks, such as pushing the bell when they want attention or using brain implants if they can not move their hands, some children may not be able to learn. However, schools are required to provide services, and teachers design individual programs that expose children to as many currencies as possible. Some parents and supporters say that these children will be better served by replacing enhanced physical care for any academic program.

References

Parents who suspect or know that their child has problems making adequate school progress should seek an evaluation from the local school district. Requests, called "referrals for evaluation," shall begin in writing. Referrals should be directed to the local public school principal or special education coordinator for the district, and must provide the child's name, date of birth, address, current school placement (if any), and a suspected disability area or special needs. References can also be made by general education teachers or guidance counselors. After receiving the referral, the school district will contact the parent to arrange a meeting time to explain the process and obtain written approval to perform the necessary evaluation. To prepare for this meeting, parents should be able to describe their child's problems in depth, giving examples of their child's difficulties in the classroom. Parents can ask for any evaluation they feel is required to add a picture of the child's special education needs, such as speech and language utterances, occupational therapy tests or neurological tests. All evaluations required to provide a complete picture of a child's disability should be provided by the school system at no cost to the family.

Evaluation

After the referral process, the district will begin the evaluation. The law requires a comprehensive and non-discriminatory school evaluation involving all areas of suspected disability. Testing can be done in many places but most commonly in schools: Primary, Secondary, High School, and University.

The test should be in the child's native language (if possible). It should be managed by a professional team, which should include at least one public education teacher, one special education teacher, and a knowledgeable specialist in the field of child's disability. Testing should be done one-to-one, not in groups. Any tests or other evaluation materials used shall be managed by trained professionals eligible to run them; that is, psychological testing should be performed by a psychologist trained to manage the specific tests used. Teachers also document any interventions they have used in the classroom. In addition, teachers will use formal tests such as DIBELS (Dynamic Literacy Skills Basic Skills), DRA (Evaluation Read Conversion), WJ III (Woodcock Johnson Achievement Test) or WIAT (Individual Achievement Test Wechsler) to see if it is at the grade level or under. Anything teachers or committee members can take to help view student academic images (eg grades) is helpful.

In addition to testing, the observation of children either in school or in comparable situations is required for the initial evaluation, and often in the later stages as well. Through observation, children can be judged when interacting with their friends and teachers. To ensure objectivity and cross-referencing, this observation should be performed by someone other than the child's classroom teacher. Observations should not be done exclusively in the child's classroom, especially when a suspected child's disability area may become apparent in larger settings, such as a lunchroom, hallway or gym.

For children over 12 years, a vocational test is required. This requirement is in accordance with the spirit of the 1997 IDEA Amendment which encourages the preparation of children for useful work. Vocational tests should identify areas of interest and skills necessary to get a job after graduating from school. During the testing process, parents are free to provide material and evaluative reports obtained privately. Experts may include professionals such as psychotherapists, psychiatrists, neurologists, pediatricians, medical personnel, and tutors. Professionals who have worked with children over time can often provide the district with a long-term view of the child's needs.

Classification

After all evaluative materials are presented and reviewed at the meeting, the IEP team must first determine whether the child is eligible for a special education service. Eligible children will require special educational interventions to enable him to receive the benefits of instruction and education. If the team finds a child eligible for special education, they should then classify the child in one of 13 categories.

Here are students in the US and remote areas aged 6 to 21 who receive special education in the 2006-2007 school year.

IDEA allows, but does not require, the school district to add the Attention-Deficit/Hyperactivity Disorder (ADHD) and Pervasive Developmental Disorder (PDD) classifications to their discretion.

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Developing Individual Education Program (IEP)

Individual Education Programs are developed by a team (sometimes referred to as the Special Education Committee) which must include at least one parent and professionals working with students. Teachers and representatives of the school administration are generally required to attend this meeting. Parents can also include whoever they choose, for whatever reason they choose.

Parents should be informed of the meeting in writing. The notice should indicate the purpose, time and location of the meeting and the list of persons to attend, including the name and position of each person. If parents can not attend at the appointed time, the meeting should be rescheduled to accommodate family needs.

Individual Education Program

The IEP should include:

• Current child education performance level statement, which illustrates the effect of child's disability on all areas affected by the academic and non-academic performance of the child.
• The annual goal statement includes short-term goals. Annual goals should reflect what the child is expected to achieve within a 12-month period in a special education program. Short-term goals should describe the steps needed to achieve the goal. Specific goals and targets in all areas where the child receives special education services.
• Statements about special education and related services to be provided to children and the extent to which children will participate in regular education programs.
• The projected date for service initiation.

Specify an appropriate placement

After an IEP meeting, parents should be given written notice of where and how the services will be provided for their child. Most often, suggested programs will be placed in the public school system in the district. When students' disabilities are such that their needs can not be met in the district, the school district may suggest placement in programs outside the district. These programs may include a Day Care Program, Non-public Special Education School, Residential School or Home Instruction. In all cases, parents should visit recommended sites to observe the program to determine whether the program is appropriate for their child.

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Procedural protection

Procedural safeguards are procedures in special education that are explained to parents or guardians for them to be notified during the special education process. Usually they are presented at team meetings, but can be given faster. They include:

• Notice of procedural safeguards

Required content

• Parent participation in process

Right to participate in all meetings, including identification, evaluation, placement, and all discussion of educational plans.

• Parental rights to review all educational records
• Privileges for independent evaluation
• Previous written notice

Written notice before the school proposes to start the service, evaluate, change the placement, or modify the IEP; or when the school refuses to provide the services that the parent requests, identification, evaluation or change of placement or IEP

Content of previous written notice

• Right to file a complaint to SEA
• Mediation

Voluntary mediation will be provided by SEA at no cost to parents

• Hearing process for violating the law

Hearing/hearing mediation

Parents may disagree with program recommendations from the school district. In such cases, parents may reject the district's recommendation by notifying the school district in a clear and concise manner on the reasons for the rejection of an IEP recommendation. This notice shall be given in writing within 30 days of receipt of the program recommendation.

IDEA provides two methods to resolve disputes between parents and school districts. These include:

1. Mediation which can be a viable means for reviewing small disputes with IEP, such as the number of sessions for related services or the size of a special education class.

2. Hearing Impartially which is a process-based, formal process that allows parents to challenge the district's individual education plans in whole or in part.

Student behavior and discipline

A student who has been implicated in a behavior that violates a student's code of conduct punished with a suspension or a change in placement exceeding 10 days must be given Hearing Determination of Manifestation. The purpose of this trial is to determine whether the bad behavior is caused by a disability. If so, the school district will try to change the student program to address the problem or move the students to a more rigorous environment. If bad behavior is not related to disability (eg, students with dyslexia who are hitting other students), then the student can be punished just like a non-disabled student.

Students with disabilities generally can not be suspended for more than 10 days or are excluded from school if behavioral problems are caused by students' disabilities. If a student with special needs is suspended or excluded from school, the school district usually must continue to provide educational services (for example, through home study programs).

Students with disabilities are not exempt from criminal law, and treated as students in that regard. For example, under the Missouri School Safety Act, any student who is sued or convicted of murder, forced rape, or some other violent crime must be expelled from school; there are no exceptions for special education students. Drug abuse, possession of weapons, or serious bodily injury (for example, by attacking staff, students, or visitors to school) may also result in further delay, even if the offense is caused by a student's inability.

Diagnosis

Diagnosis is a more appropriate term applied to the medical classification system, and the individual's professional impression of one's difficulties. Special education students are classified into the category of educational disturbances referenced above by the feasibility team, through the evaluation process. Diagnosis from professionals outside the school system can play a big role in the decision-making process.

For more details on this topic, see Psycheducation assessment.

Study and Data on Special Education

Various sources provide a global analysis for policy-making in special education. The Longitudinal Study of Basic Education (SEELS) is the study of school-age students funded by the Office of Special Education Program (OSEP) in the US Department of Education and is part of a national assessment of the 1997 Individuals with Disabilities Education Act (IDEA 97). From 2000 to 2006, SEELS documented the school experience of national student samples as they moved from primary to high school and from high school to above. One important feature of SEELS is that it does not see the educational, social, vocational, and personal development of students at any one point of time. Instead, it is designed to assess changes in these areas over time.

Since 1992, the Center for Special Education Finance (CSEF) has addressed fiscal policy issues related to the delivery and support of specialized education services throughout the United States. The CSEF undertakes a Special Education Expenditure Project (SEEP), a fourth project sponsored by the Office of Special Education Program (OSEP) and its predecessor to examine state expenditure on special education and related services in the last 40 years. Eight SEEP studies are available on the Web.

IDEA requires that the Ministry of Education report annually on the progress made on the provision of free public education appropriate for all children with disabilities and the provision of early intervention services for infants and toddlers with disabilities. The 27th Annual Report consists of two volumes, and is available electronically. [1]

On October 3, 2001, President George W. Bush established a Provisional Commission for Excellence in Special Education to collect information and study issues relating to Federal, State and local special education programs with the objective of recommending policies to improve the educational performance of students' disabled. The President Commission on Excellence in Special Education (PCESE) submitted its report to President Bush on 1 July 2002.

Data on the impact of specific regional education programs vary, and some studies show the results depending on how the information administrator makes decisions about mainstreaming or inclusion programs. One study demonstrated the great benefits of inclusion in high school, with students reporting disability as an attribute rather than a stigma. Others point to an increase in the standardized test scores among students assigned to the resource room, along with special education teachers who report dissatisfaction with the quality of special education knowledge among public education teachers and the general feeling of isolation among peers. Although, at least one group of special education teachers reported satisfaction in this role, noting that it helped them connect with their students. Special education programs, when implemented by qualified professionals and competent administrators, have proven to bring long-term positive benefits to the community such as special needs students who are able to lead a more independent life, ready to enter the workforce, and develop positive relationships among friends - their friends.

African-Americans in Special Education

The studies found that the number of highly disproportionate minority students identified eligible for service, and too often placed in isolated and limited education environments. When compared with their white counterparts, African-American children are almost three times more likely to be labeled "mental retardation," according to a paper by Thomas B. Parrish, who runs research scientists at the American Institutes of Research. "

New statistics compiled in each country show little and no representation of minorities in the category for "mental retardation," "specific learning disability," and "emotional disturbance." African-American students in Connecticut, Mississippi, South Carolina, North Carolina, and Nebraska are more than four times more likely to be identified as mentally retarded than white students living in those countries. In Florida, Alabama, Delaware, New Jersey, and Colorado, the number of African-American students identified as mental retardation is more than three times that of white students.

The Civil Rights Project at Harvard University aims to "identify and solve the problem" of misplaced minority children in special education. Approaching their research, as shown in the US Civil Rights Office, the Department of Education, Primary and Secondary Schools of Civil Rights Report (2000), African-American students constitute only 17 percent of the total school enrollment; However, 33 percent of these students are classified as mentally retarded. It shows a big difference between African-American students and students from other races or ethnicities in special education. The total enrollment rate of white students is 63 percent, while only 54 percent are classified as mentally retarded (Losen, Orfield xvi). The total enrollment rate of Hispanics is 15 percent; However, they are underrepresented in special education with only 10 percent of their total classified as mentally retarded (Losen, Orfield xvi). Also, rates for African-American students identified under emotional disturbance (ED) and specific learning disabilities (SLDs) grow significantly. The Civil Rights Project "recognizes [that] concerns about special education are lodged in concerns about inequalities in education generally" (Losen, Orfield xvi).

There are several biases that can affect the way a teacher or device diagnoses a child. One type of bias is cultural bias, shown by The Wechsler Intelligence Scale for Children III, which has proven to disproportionately classify more African Americans who are European-Americans as intellectually disabled.

The disproportionate number of African Americans in special education does not only come from problems in special education, but problems throughout the system. As Wanda Blanchett explains in his article published in 2006 in Educational Researchers: "White privileges and racism contribute to and maintain an incompatibility in special education with (a) school funding attended mainly by American children Africa and the poor, (b) using inappropriate and non-culturally responsive curricula, and (c) preparing inadequate educators to effectively teach African American students and other students of color "(Blanchett 24). It is problematic that educators immortalize the number of African American students who are disproportionate in special education when their role is often assumed to work in the best interests of the students.

African American students in special education are also more likely to be separated from their non-disabled counterparts. This problem is often the worst in the big city school districts. New research has highlighted the policies and practices that contribute to the separation of African-American students in large school districts. A recent case study of large urban school districts and education policy in particular revealed: (a) broad district-level inclusion policies and providing little guidance to schools; (b) insufficient funding and training that may enable greater inclusion; (c) the maintenance of a fully separate dedicated education school and special education program; and (d) legal barriers associated with parental complaint processes (DeMatthews & Mawhinney, 2013).

School psychologists are also involved in the decision-making process whether a student should be referred to a special education or not. A study published in 2005 showed that school psychologists believe cross-cultural competence is one of the biggest factors in making decisions about students, yet "self-perceived cross-cultural competence is 36.8 out of 56 possible points" (Kearns, Ford, Linney 304 ). This means that school psychologists believe that they are only about 66% effective in dealing with the biggest factors for making decisions on behalf of students.

Bilingual Special Education

Based on the census of the 1980 Census and Immigration and Naturalization Service, an estimated 79 million minority school age children in the United States. The bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast. The highest concentrations are in large urban areas.

Taking into account the overall population with limited English language proficiency (LEP) in the United States, an important question for bilingual special educators is how many of these students also have disabilities. According to the US Office of Special Education, an estimated 948,000 children may differ linguistically and have disabilities - large populations who can benefit from bilingual special education services. In addition, a disproportionate number of minority students are placed in special education. Of particular concern are the over-representation of minority children in certain categories of disabilities such as mental retardation and emotional distress.

The educational landscape has changed considerably since the passing of individuals with Disabilities Education Improvement Act (IDEA, 2004). More and more countries are following the Response to Intervention (RTI) process to decide which students qualify for special education. No more eligibility is determined by defining the differences between student potentials, as measured by intelligence tests, and their accomplishments. As such, RTI overcomes some of the old concerns about a biased assessment procedure with ELL (English learner). However, RTI tends to be implemented in a suitable measure for all things that do not adequately account for the various needs of these students (Klingner & Edwards, 2006). And although intelligence tests are not managed with the same frequency as in the past, some of the problematic appraisal procedures have continued.

Sports program

Schools should provide students with disabilities appropriate access to school-sponsored extracurricular activities such as playing on sports teams. This is sometimes done by providing separate programs, such as wheelchair divisions for racing, and other times done by making students with disabilities play with students without defects. Schools are not required to place unqualified athletes on selected teams through trials, and they are not required to change the important rules of the sport. There are schools that have partnerships with The Special Olympics, a special sports organization for Special Needs students; and sometimes, schools will send their athletes to help with Special Olympics sporting events.

Transition Services for Students in Special Education

Individuals with Disabilities Education Act of 2004 discuss regulations on transitional services for children with disabilities. The transition services are designed to focus on improving the child's academic and functional achievements, based on individual needs, and providing essential instruction and experience for work and independent living. The purpose of transitional services is to prepare students with disabilities for adult life and can provide instruction in functional life skills, social and community skills, job skills and self-advocacy skills. In most states, this service may be provided up to age 21 (age 26 in Michigan) or when students meet their goals and objectives, which should be specified in the student's IEP (Individual Educational Program).

The Future of Special Education

Most Special Needs students have a more severe diagnosis than dyslexia, but are less severe than Cerebral Palsy. Most schools in the United States have programs that specifically help individuals with mild intellectual disabilities (dyslexia, attention deficit disorder, hearing loss, etc.); However, fewer schools have programs that help individuals with extreme intellectual disabilities or middle-level intellectual disabilities (autism, down syndrome, etc.). More universities across the country have expanded their special education programs to enable students with intellectual disabilities to the upper middle level to participate in college programs and classes. Such programs seek to teach Special Needs students to live and care for themselves, while also giving them the education they need to apply for careers that appeal to them.

The most difficult aspect of the program is the assessment criteria, because traditional college assessments are too demanding for this group of students. These programs work towards classes that have specific fixed assessment criteria for students with intellectual disabilities.

These programs allow Special Needs students to take classes in addition to traditional students as well as take classes that teach life skills so that students are better able to take care of themselves after completing the program. Most of these programs have traditional students who work with Special Needs students to make sure they follow their work and have no problems. All these courses require a recent evaluation of students planning to enroll in universities.

See also

• American Association on Intellectual Disabilities and Developments
• Early Childhood Intervention
• Educational psychology
• Learning theory (education)
• Theory of instruction
• National Dissemination Center for Children with Disabilities (NICHCY)
• Special Education
• Reference space
• Custom schools
• Royal Institute for Deaf and Blind Children

References

Further reading

• (in Japanese) Oka, Noriko (?, University of Tsukuba). "Education of Children with Disabilities in Public Schools in the United States: Historical Reviews of Establishment, Development, and Significance" (Archive; ?????????????????????? ?????? A: ??????????). Japan Special Education Journal (???????) 48 (2), 147-155, 2010-07-31. ???????? abstract English available . View profile at CiNii.

External links

• Presidential Commission on Excellence in Special Education Report: New Era: Revitalization of Special Education for Children and Their Families (2002)
• State Education Commission, Special Education, What the State Do
• Teaching Students With Special Needs, A View Of Special Education By Country

Source of the article : Wikipedia