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Posted: February 26th, 2022
Special Education ‘Issues & Applications Journal’ Entry 1
Special Education ‘Issues & Applications Journal’ Entry 1
Your responses should be clear, detailed, and address all aspects of a given question (see rubric).
Questions for Entry 1
1. Why do you think special education laws were passed? What is the relationship between civil rights and the education of students with disabilities?
2. What does the IEP process entail? What is the parents role in the IEP process?
3 pts -Quality of Content
Advanced
Candidate’s response is thorough, addressing all points raised in the guiding question
3 pts- Quality of Argument
Advanced
All of the arguments in the candidate’s response are presented in clear and comprehensible fashion
3 pts
Advanced
Length of response to each question is 200-250 words
Resource:
Teaching Students With Special Needs in Inclusive Classrooms 2nd Edition
Article 1: Cummings, K. D., Atkins, T., Allison, R., & Cole, C. (2008). Response to intervention: Investigating the new role of special educators. TEACHING Exceptional Children, 40(4), 24–31. doi:10.1177/004005990804000403 (Links to an external site.)
Abstract: This article provides an overview of legislation related to response to intervention (RTI), key elements of the model, as well as a sample case study of RtI in action. This article is a brief, accessible paper that will allow educators to better understand the process of RtI and its effects. This article gives an overview of the laws related to response to intervention (RTI), as well as the main parts of the model and a case study that shows how RTI works. This article is short and easy to read, and it will help teachers understand how RtI works and what it does.
Article 2: Diliberto, J. A., & Brewer, D. (2014). Six tips for successful IEP meetings. TEACHING Exceptional Children, 47(2), 128–135. doi:10.1177/0040059914553205 (Links to an external site.)
Abstract: This article provides insights into planning, communication, and individual and team collaboration strategies that promote successful IEP meetings. The explicit methods and examples will allow educators to plan for and hold meetings that are more beneficial for their students and students’ families.
Article 3: Smith, T. E. C. (2002). Section 504: What teachers need to know. Intervention in School and Clinic, 37(5), 259–266. doi:10.1177/105345120203700501 (Links to an external site.)
Abstract: Section 504 of the Rehabilitation Act of 1973 is civil rights legislation that is beginning to have a major impact on public schools. Schools have recently begun to pay more attention to this law because parents are beginning to request services for children not eligible under the Individuals with Disabilities Education Act. Schools must ensure that students who are protected under Section 504 have equal access to a free, appropriate public education and to extracurricular activities. To ensure this, schools must take several specific steps. This article presents an overview of the requirements of 504 and provides schools with actions that can be taken to ensure compliance.
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