1

How has history shaped the evolution of inclusive education?

What are the major components of IDEA 2004?

What are the five components of NCLB?

What future challenges influence the education of students with disabilities?

2

Historically, students with disabilities often were denied access to a free compulsory public education.

Legislation acts, such as The Education for All Handicapped Children Act (1975), made possible access to a free appropriate public education for all children regardless of their disability status.

3

Access to general education classrooms does not automatically result in an appropriate education for students with disabilities.

Some students are functionally excluded as they do not participate in the academic and social activities of the school.

4

Segregated settings were criticized as ineffective, stigmatizing, and resulted in low expectations for those students.

This led to mainstreaming students with mild disabilities into general education classrooms for part of the day.

At the same time, normalization and deinstitutionalization became the focus.

5

Normalization provided persons with disabilities with living and learning experiences that were as “normal” as possible.

Deinstitutionalization resulted in a decline in the number of persons living in large residential institutions and an increase in the number living with their families.

6

Concerns regarding mainstreaming: Students with disabilities were not

progressing adequately. It omitted students with severe disabilities. General education made few changes to

accommodate students with disabilities. Better collaboration between general and

special educators was required.

7

Advocates for inclusion believe: General education is a fundamental right

of all students with disabilities. The instruction of students with

disabilities is the responsibility of every general educator.

General and special educators share the responsibility and accountability for educating students with disabilities.

8

Advocates for Inclusion believe: Students with disabilities will be as

much a part of the educational community of the school as are their peers without disabilities.

Collaboration between general and special educators ensures that students with disabilities will receive appropriate supports, ensuring adequate progress.

9

Brown v. Board of Education (1954) established the precedent concerning access to equal educational opportunities.

Today, most students with disabilities are educated in their neighborhood schools and in general education classrooms.

10

Legal principles that influenced special education law: Due process Equal protection Zero reject Free and appropriate public education Least restrictive environment Nondiscriminatory assessment

11

Free and appropriate public education (H1)

Nondiscriminatory assessment (E1) Least restrictive environment (H2) Individualized education programs

(E2) Parent Participation (M1) Procedural safeguards (H3) Suspensions and expulsions (MRA)

12

Accountability for results Expanded flexibility and local control

of schools Emphasis on teaching methods based

on scientific research Expanded options for parents,

particularly those whose children attend low performing schools

Highly qualified teachers

13

Strong accountability for results States are required to ▪ develop clearly defined goals and then

assess whether individual students and schools meet these targets▪ disaggregate data for specific groups of

students including students with disabilities.▪ Exempt 1% of all students from the usual

assessment; an additional 2% can be assessed through alternate means

14

Expanded options for parents If a school does not meet state goals for

two consecutive years, parents can transfer their children to a better performing school with transportation provided.

If a school does not meet state goals for three consecutive years, children are eligible for supplemental activities.

15

How best to assess adequate yearly progress of students with disabilities.

How to build and sustain a highly qualified workforce.

How to address the evolving roles of teachers in changing educational delivery systems.