Educ670 Educational Law Ethics : Assessment Answers

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The primary holding of the Endrew F case states that to attain the substantive obligation of Individuals with Disabilities Education Act (IDEA) an Individual Education Plan (IEP) must be offered by a school to ensure that the child thrives best at his or her own unique circumstances.

The Supreme Court extended the boundary of the definition of FAPE and added that a FAPE is an education that strives to provide opportunities to attain academic success to a child with disability and it must be equal to the facilities and opportunities that are offered to children without disabilities.

3.The value of response-to-intervention for diagnosing potential learning disabilities

Learning disabilities are the ability of a person to understand a language or use it, incapability to do the calculations, incapacity to make coordinate movements or to pay attention. It can be diagnosed when the children is in school. It affects the ability of a person to gather or link information which they derive from their different part of their brain. The difficulties can be reflected on their performance in the school or in their intelligence quotient. To diagnose the learning disability response to intervention is used as a test that requires monitoring the progress of all students closely to identify the problem. This test is very significant as it helps to detect the issues in the children and provides the children with help on different stages. This test may help evaluate the children struggling with learning disabilities with the help of medical exam including neurological tests. A group of specialist work to make the evaluation. Moreover, the test helps in measuring the problems of the student and providing help to the child by developing an individualized education plan.

Policy of full inclusion for all students with disabilities in the elementary schools

An inclusive education requires all students, irrespective of the challenges they have, to be placed in age-appropriate education classes in their neighbourhood schools to make them enable to achieve success in the core curriculum. It can be argued that successful inclusive education may help the students with various challenges to accept, understand and attend the schools. In this policy the students with disabilities will be considered as competent as the students without disability. This policy should include supportive teaching system. The pros of policy of inclusion are that the students with disabilities will be able to have greater access to general curriculum. Their parents would also be able to get the community feel. The students without disabilities will also be able to learn to respect the people and acquire a friendly and non-discriminatory attribute to others. However, despite of the noble objectives of full inclusion, there are certain disadvantages of this concept. Students may have different level or degree of disability. A student with mental disabilities may face challenges to access algebra class, where as a student with physical disabilities may not be able to achieve success in a baseball team.

Bibliography

Case

Endrew F. v. Douglas County School District Re-1

Legislation

'Sec. 300.34 Related Services | Individuals With Disabilities Education Act' (Sites.ed.gov, 2018) <https://sites.ed.gov/idea/regs/b/a/300.34> accessed 13 November 2018

'Sec. 300.39 Special Education | Individuals With Disabilities Education Act' (Sites.ed.gov, 2018) <https://sites.ed.gov/idea/regs/b/a/300.39> accessed 13 November 2018

'Individuals With Disabilities Education Act | IDEA' (Sites.ed.gov, 2018) <https://sites.ed.gov/idea/> accessed 13 November 2018

International Organization

'Specially Designed Instruction | United Federation Of Teachers' (Uft.org, 2018) <https://www.uft.org/teaching/specially-designed-instruction> accessed 13 November 2018

Journals

Burns, Matthew K., and Kimberly Gibbons. Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. Routledge, 2013.

Fletcher, Jack M., et al. Learning disabilities: From identification to intervention. Guilford Publications, 2018.

Florian, Lani, Martyn Rouse, and Kristine Black-Hawkins. Achievement and inclusion in schools. Routledge, 2016.

Shogren, Karrie A., et al. "The perspectives of students with and without disabilities on inclusive schools." Research and practice for persons with severe disabilities 40.4 (2015): 243-260.