Reflection #1

In 1975, Congress enacted the Education for All Handicapped Children Act. This is Public Law 94-142. The law or act was designed to help individuals (infants to youth) with disabilities improve their educational environment and services. In 1997, this law became known as the Individuals with Disabilities Education Act (IDEA). Since the implementation of IDEA, students have been exposed to improvements in special education and early intervention programs. More and more students are getting into their neighborhood schools rather than specialized schools. The country has also seen an increase in graduation rates, post-secondary enrollment, and employment rates among those with disabilities. Ultimately this law guarantees education to all children with disabilities. Under IDEA, students are given more opportunities due to proper testing to identify individual specific needs. Staying with the theme of individual specific needs, teachers also have IEPs (Individual Educational Plan) to help them properly and effectively reach those students with disabilities. IDEA also has programs in place in order to assist students in transitioning from high school to college or the workforce. Starting at age 14, students are counselled on what they need to do in order to reach their career goals.

When a parent or teacher becomes concerned about a student's academic ability or notices the possibility for a disability, the family must go through a rather extensive process before they can receive services. The first part of the process is for the student to go through a full individual evaluation. Parental consent is needed in order to conduct the evaluation. This evaluation will see if the child has a disability as defined by IDEA and it will set in motion the use of proper educational tools for that specified child. Children can be recommended for evaluations either by their parents or by the school. Generally speaking, parents would normally notice that their child needs special help first, but in some instances, a child's teacher may bring this to the forefront as well. In either case, parents must give written consent for the evaluation to take place. Once the consent has been given, the evaluation must take place within 60 days. The evaluation includes reviewing any relevant existing information, evaluating many areas including the child's physical health, emotional state, and intellect. The evaluations are conducted in several formats. Once the evaluation is done, a group that determines the eligibility of that child (including the child's parent) will meet and fully discuss the results of the tests. The group will determine if the child meets IDEA's definition of a child with a disability. If so, an IEP will be developed for said child.

As stated earlier, since the implementation of IDEA more and more students with disabilities are being educated in their public schools. So when a student is placed into a special education program where are they placed within the school? Following the requirements of idea, the school in conjunction with the student's IEP will place the student in the Least Restrictive Environment (LRE). LRE is defined as placement of a student where the child has the maximum appropriate opportunity to learn with non-disabled students. IDEA also states that the removal or separation of a student with a disability should only occur if the nature of the disability is such that education in regular education classes cannot be satisfactorily achieved. The biggest consideration when discussing placement is the unique needs of each individual child. Every child has separate and personal needs. They must attend the school that they would attend if not disabled. They cannot be placed in classes or programs based on their disabling condition or label. For example, a deaf child should not automatically be removed simply because they are deaf. Also, for each child they must consider where the services may best be carried out. These locations could range from regular education classes to hospitals or private institutions. One item worth pointing out, is that parents have the opportunity to be involved in the placement decisions of their child.

Once the student has been evaluated and placed in special education services, it then becomes up to the teachers to make sure they are doing everything necessary and required for the student. First off, the teacher must be aware of his or her students that are classified as special ed. Once the teacher has identified these students they should get with the special education coordinator to make sure they have the appropriate and most current IEPs. It is these IEPs that will help guide the teacher in formatting his or her class specifically for each individual student. The teacher must know and follow those IEPs without hesitation. As the year progresses the teacher should pay attention to those accommodations being used in the classroom, and analyze whether or not they were effective. The teacher may also find themselves using different accommodations not listed that work well for a student. He should take this data and inform the special education coordinator,and/or the ARD committee in order to help continue to shape the student's IEP. As always, the teacher should maintain constant contact with the parents.

Occasionally it will occur that parents and schools disagree with matters dealing with a specific student. Sometimes these disagreements cannot be resolved through a simple meeting. More extreme measures may be needed for conflict resolution. In these cases there are methods at which to choose. Due process is a method of conflict resolution where a third party judge will make a decision regarding a student's special education program after listening to the evidence presented by all parties involved. His decision is binding, but may be appealed. Mediation is a voluntary method individuals may choose in order to resolve any issues. Through mediation control stays with the parties. In this case a mediator helps discuss the issues between the parties in order to reach an agreement. The mediator does not make any decisions for either party. The mediator will help write an agreement to be signed by both parties. As administrator the goal should be not to have to use either of these two avenues. Administrators should focus on professional development that helps teach the staff proper ways to communicate with parents, especially involving special education issues. Also, the administrator should require the inclusion of parents in all decision making processes. It is important for the administrator to be an active participant in these procedures as well. Communication and showing that the well being of the student is of the utmost importance will solve many of these issues before it goes too far.