Legal and Public Policy Foundations Supporting Service Integration for Students With Disabilities

Talley, Ronda C.; Schrag, Judy A.

doi:10.1207/s1532768xjepc1003_4

Cited by 2 publications

(2 citation statements)

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“…Education, over a decade passed before legislative action related to special education was brought before the Supreme Court (Talley & Schrag, 1999). Diana vs. State Board of Education of 1970 was a landmark case arguing that students who are given IQ tests must be assessed in their primary language.…”

Section: Diana Vs State Board Of Education (1970) Following Brown Vmentioning

confidence: 99%

“…Children (PARC), an advocacy group for children with intellectual disability, contested a state law that allowed schools to deny access to education to children that did not function at a mental age of 5 years at the time of enrollment in first grade (Skrtic, Harris, & Shriner, 2005). The lawsuit was filed in an attempt to ensure that students were not denied access to education because of their mental functioning and perceived limits on their potential (Talley & Schrag, 1999). A consent agreement resulted which held that students with intellectual disability had the right to a free and appropriate public education (FAPE) in the most integrated setting possible regardless of disability or degree of impairment.…”

Section: Pennsylvania Association For Retarded Children (Parc) Vs Comentioning

confidence: 99%

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Educators' Perceptions Of The Importance And Intensity Of Supports In The General Education Classroom For Students With Individualized Education Plans

DeSpain

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Children with Learning Disabilities which focused efforts on promoting government support for children with disabilities (Department of Education, 2010; Keaney, 2012). Litigation. Landmark court cases furthered the educational rights afforded to students with disabilities. Brown v. Board of Education of Topeka, Kansas (1954) was a civil rights lawsuit which culminated with a ruling that school segregation by race was unconstitutional because it deprived segregated students of a property right, namely, the right to an equal educational experience (Gargiulo, 2014; Keaney, 2012). This set the precedent for advocates of children with disabilities to argue that segregated education facilities for students with disabilities denied them their property right and were, therefore, unconstitutional. The Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania (1972) and Mills v. Board of Education, District of Columbia (1972) furthered the rights afforded to individuals with disabilities through guaranteeing the right to an education to all students with disabilities regardless of severity of impairment or disability. Furthermore, these court cases established that: (a) students had a right to an education with specialized instruction matched to their unique needs, (b) students were to be educated in integrated settings as much as possible, (c) parents had the right to participate in decision making on behalf of their child, (d) states needed to take proactive steps to identify and serve all students with disabilities (child-find), (e) services needed to be provided regardless of availability of finances, and (f) procedural safe guards were required that assured parent and child rights were protected (Gargiulo, 2014; Department of Education, 2010). The aforementioned cases set in motion the enactment of Public Law 94-142 (PL 94-142), now known as IDEA, and have continued to define special education in present society. Additional court cases also established, clarified, and expanded guidelines related to class placement, equal educational opportunities, extended school year services, related services, appropriate education, and least restrictive environment (Scheerenberger, 1983). Public law 94-142. On November 29, 1975, in response to litigation and federal reports indicating that less than half of children with disabilities were receiving an appropriate education, Public Law 94-142, the Education for All Handicapped Children Act of 1975 (EAHCA) was signed into law by President Gerald Ford (Keaney, 2012).

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Section: Diana Vs State Board Of Education (1970) Following Brown Vmentioning

confidence: 99%

Section: Pennsylvania Association For Retarded Children (Parc) Vs Comentioning

confidence: 99%

Educators' Perceptions Of The Importance And Intensity Of Supports In The General Education Classroom For Students With Individualized Education Plans

DeSpain

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Inclusive Practices for Speech Language Pathologists

Pitre

2019

Advances in Early Childhood and K-12 Education

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The purpose of this chapter is to identify and describe the current state of inclusive practices in terms of service delivery for speech language pathologists (SLP) and to identify administrative responsibilities in supporting inclusive practices. Identifying and describing effective practices of inclusion for students with disabilities is a challenging and complex task. This chapter begins by giving a brief historical overview of inclusive education, identifying the role of the speech pathologist in schools, identifying how SLPs work with families, teachers, and staff, research on effective administrative strategies in leading inclusive schools and supporting SLPs, describing inclusive education, choosing types of service delivery, models of inclusion, statistical facts, and conclusion.

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Legal and Public Policy Foundations Supporting Service Integration for Students With Disabilities

Cited by 2 publications

References 2 publications

Educators' Perceptions Of The Importance And Intensity Of Supports In The General Education Classroom For Students With Individualized Education Plans

Educators' Perceptions Of The Importance And Intensity Of Supports In The General Education Classroom For Students With Individualized Education Plans

Inclusive Practices for Speech Language Pathologists

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