• People with disablties are people, first
• the largest minority group is the only one which any person can join at anything time
• Puts the person before the disability

• whose physical attributes and / or learning abilties differ from the norm, either above or below, to such an ectent that an individualized program of special education is necessary

• refers to the reduced function or loss of a particular body part of organ
• Example: a missing limb

• exists when an impairment limits a person's ability to peform certain tasks in the same way that most persons do
• Example: walk, see

problems a person with a disabilty encounters with interacting with the enviroment

(disadavantage)

Example: a prosthetic limb, may be handicapped when completing in sports but not in the classroom

• not currently identifed as having a disability but is considered to have a greater- than usual chance of developing one if intervention is not provided

• Children in special education represent 12% of the school age population
• Learning disablities, Speech and Languague impairments, mental retardation  and emotional distrubance : largest categories of children with disabilties receiving speecial education

• some educators believe that disability labels have negative effects on the child and on others' perceptiions of them and can lead to exculsion
• others believe that labeling is a neccessary first step to providing needed intervention and is important for comparing and communcating about research findings

• indivually planned, specialized, intensive, goal-directed  instruction
• consists of purposeful intervention efforts at three levels: preventive, remedial and compensatory

• educating students with disablities in general education classrooms

• Least restrictive Enviorment
• setting that is most similar to a general educationclassroom and also meets the child's special educational needs
• indivdualized concept

• If it is determined that the student's behavior is not related to the disability, the same disciplinary proceducrces used with other students may be imposed

• schools must provide safeguards to protect the rights of children with disabilties and their parents
• Parrental consent must be obtained for all evaluations and placement decisions regarding special education
• school must maintain confidentiality of all records
• when parents disagree with the results of a evaluation by the school, they can obtainan independent evaluation at public expense
• parents and school disagree, the parents can request  due process hearing

• schools must collaborate with parents and students with disablities in the planning and implentation of special education and related services
• The parents ( whenever apporatiate student's) imput and wishes must be considered in determining IEP goals, related - services and placement decisions

• Individual with Disablities Education Act
• puposes: a- ensure that all children with disabilties have avaliable to then a free and apporiate education that emphazies special education designed to meets their unquie needs
• assist states in the implentation
• ensure educators and parents have nessessary tools to improve educational results for all children with disabilties

• schools must educate all children with disablites

• schools ,must un nonbaised, multi-factored methods of evaluation

• An IEP mist be developed for each child

• must be educated with children without disabilties to the maximun extent apporaiate

• parents and children's rights protected

• schools must collabroate with parents

• Parents
• Regular Education Teacher
• Special Education Teacher
• LEA Representative ( Local education agency)
• An indivdual who can interpret evaluation results
• Others at the discretion of the parent or school
• The student ( age 14 or older must be invited)

• A statement of present level of educational performance
• A statement of annual goals
• A statement of how the child will be assessed
• A statement of special education and related services
• An explanation of the extent in which the student will not particapate with non-disabled children
• Indivdual modificatons
• The projected date for the beginning and duration of services
• beginning at age 16, an individual transition plan must be developed

• created the federal bureau of Education for the Handicapped ( today's office of special education)

• Established the "first chance network" of expermental programs for children with learning disablities

• Defined learning disablities and provided funds for state-level programs for children with learning diabilities

• Decleared that a person cannot be excluded on the basis of disablity alone from any program or activity receiving federal funds

• Affirmed the rights of citizens with mental retradation and cited areas in which services must be provided for people with MR and other developmentak disablities

• mandated free appropriate public education for all children with disablities ages 6-21
• protected the rights of children with disablties and parents in educational 

• provided funds for in-service training program, research and other projects aimed at meeting the needs of gifted and talented students

• Provided funds for training professionals to train teachers of children with mental retradation

• Provided money to states and local districts for developing programs for economically disadavantaged and disabled children

• Required states to provide free appropirate education to all 3 to 5 years olds with disablities who were eligible to apply for federal preschool funding

• provided civil rights protection aganist discrimination to citizens with disablities in pirvate sector employment

• renamed the EAHCA; added autism and traumatic brain injury as new categories of disablity: required all IEP's

• goal is that all children will be proficient in all subject matter by the year 2014
• school districts are expected to make adequate yearly progress

Brown v. Board ofEducation of Topeka (kansas)

1954

• established the right of all children to an equal opportunity for an education

Diana V.State Board of Education ( Califorina)

1970

• the court ruled that children cannot be placed in special education on the basis of cuturally biased tests or tests given in other than the child's native lanuague

Mills V. Board Education of The District of Columbia

1972

• financial problems cannot be allowed to have a gretaer impact on children with disablities then on students without disabilties and ordered the students without disabltities

Pennsylvania Association for Retraded Citizens V. the Commonwealth of Pennsylvania

1972

• established the right to free public education for all children with mental retradation

Board of Education of the Hendrick Hudson Centeral School District V. Rowley ( New York)

1982

• each child with disabilties the right to a personalized program of instruction and neccessary supportive services

Irving Independent SchoolDistrict v. Tatro ( Texas)

1984

•  ruled that catheterization was necessary for a child with physical disablities to remain in school and that ot could be performed by a nonphysican,obligating the school district to provide this service

• children with disabilties cannot be excluded foromfor any misbehavior that is disabilty related
• but educational services can cease if the misbehavior is not related

Timothy W. v, Rochester School District (New Hampshire)

1989

• upheld the literal interpreation that requires that all children with disabilties beprovided with a free,apporiate public education

• ruled that a local school district must pay for one-on-one nursing care for a medically fragile student who required coninuous monitoring of his ventilor and other health maintenence