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Study Guide for Quiz #1

by: Ashlee Parra

Study Guide for Quiz #1 SERP 400-002

Ashlee Parra

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About this Document

This document covers everything that was discussed in lecture on Tuesday Aug 30th Chapter 1 Introduction to Exceptional Children
Survey Exceptional Stds
Toni Sparks
Study Guide
exceptional, Children, Special Education, Law, Psycology
50 ?




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This 3 page Study Guide was uploaded by Ashlee Parra on Tuesday August 30, 2016. The Study Guide belongs to SERP 400-002 at University of Arizona taught by Toni Sparks in Fall 2016. Since its upload, it has received 65 views. For similar materials see Survey Exceptional Stds in Special Education at University of Arizona.


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Date Created: 08/30/16
Chapter One- Intro / Quiz 1 Material Historical and Legal Perspectives  ● Learning Objectives  ○ What historical events and social reforms led to the inception of Special  Education  ○ Provide detail about the development of ​ Public Law​ 9­142 to the IDEA  (Individuals with Disability Educatio​ nd major revisions   ○ P.L. 94­142 and five major components   ○ IDEA v. 504  ● Significant Historical Events in the Field of Special Education   ○ Disability with the longest history is hearing disability   ○ In Renaissance time people with disabilities were just tourcered   ○ Oliver Brown   ■ Court case the fought unequal education for color people   ● Why do Supreme Court hear things?  ○ Based on Constitutional claims  ○ 1980s   ■ REI ­> there is no more segregation with disability people   ○ 1990s  ■ Finding the least restricted environment   ● Pennsylvania Court Case (1972)  ○ “Your kids are too retarded, we can not teach them”  ○ Result:   ■ Money is not an excuse to not educate   ■ MUST offer programs  ● DOE v. Withers  ○ “​Football student who needed oral exams was not given one because the  professor refused”  ○ Result:  ■ Sued because he refused to accommodate  ● Handicapped  ​A Person with Disabilities   ● P.L. 94­142 = Education for All Handicapped Children Act (1975)  ○ FOUR MAJOR PURPOSES (CEC)  ○ Guarantee availability of special education programming to disabled children.  ○ Assure fairness and appropriateness in decision­making for disabled children.  ○ Establish clear management/auditing requirements and procedures regarding  special education at all levels of government.  ○ Financially assist the efforts of state and local government through the use of  Federal funds.  ○ Basically…..make sure there are programs offered for these children  ● When special education falls short money they dip into the general students money  ● Major Components Provided To Us  ○ A right to a free and appropriate public education (FAPE).  ■ No cost to parents for the special education their child needs  ○ Nondiscriminatory evaluation procedures  ■ If a spanish­speaking child needs to be examined, examine they in their  most proficient language   ○ Procedural due process  ■ Here is where it is mandatory to do a mediation before filing suit   ■ A due process lawsuit can cost $80,000­$100,000  ■ Schools can take parents to court but don’t want to dish the money  ○ Individualized Education Programs (IEPs)  ■ The document that the team makes for the individual student outlining all  the programs offered to him/her  ○ Least Restrictive Environment (LRE)  ■ Where will education take place?  ■ What / Who needs to be involved?   ● Private schools don't have to provide education to special education children  ● Charter school = Public school  ● P.L. 99­457: Education of the Handicapped Act Amendments 1986  ○ Amendment to 94­142  ○ EVERYTHING now offered to children age 3 to 5  ○ Extend rights and protections of 94­142 to children ages 3 through 5.  ○ New grant funds for birth to 2  ○ New state grant funds for early intervention birth through 2.  ○ Moves to family focused, multi­disciplinary approach which includes the  formulation of an (IFSP) Individualized Family Service Plan.  ● Individuals with Disabilities Education Act (IDEA)  ○ Signed by President Bush, Sr. 1990  ○ References to “handicapped children” were changed to “children with disabilities.”  ○ Disability can not define the person  ○ Two new categories added: autism and traumatic brain injury.  ■ Autism and traumatic brain injury   ○ The definitions of assistive technology device and assistive technology services  were added.  ○ Transition services  ○ Person first language: “person with a disability”  ● Re­authorization of the Individuals with Disabilities Education Act IDEA(r)  ○ December 3, 2004 President Bush signed H.R. 1350, “the Individuals with  ○ Disabilities Education Improvement Act of 2004.”  ○ Extends IDEA for another five years.  ○ NOW:  ■ maintains most current rules on discipline, cutting paperwork, seeks to  reduce litigation  ● Section 504 (Rehabilitation Act) 1973  ○ Originally for Veterans who come back  ○ A CIVIL RIGHTS LAW  ○ “Access” issues   ■ 504 ONLY deals with access  ○ Mental or physical impairments which substantially limit one or more major life  activities.  ○ Usually kids who get denied disability ­> try 504 protection  ○ Offers assistance to those not eligible for services thru IDEA  ○ Can be temporary  ○ “3” classifications  ■ 1. Is the disability / mental / physical impairment documented  somewhere?    ■ 2. Have you been qualified in the past?   ■ 3. Individuals suspect you to have a mental or physical impairment   ○ Due process procedures are similar  ○ Doesn’t offer specialized programs  ○ Reviewed annually as a “best practice”  ○ Team must be a knowledgeable group  ● Disability re­evals happen every 3 years  ● Section 504 re­evals happen every year  ● Americans with Disabilities Act (ADA) 1990  ○ More to do with employment   ○ Prohibits discrimination against any persons with disabilities.  ○ Employment requirements  ○ Employers must make reasonable accommodations.  ○ Public transit  ○ Public places/business access 


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