| Precedent-Setting Court Cases | Some Important Definitions | IDEA Disability Catergories | Monitoring Special Education Services | Addressing Social and Emotional Needs |
|---|---|---|---|---|
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Brown v. Board of Education 1954
In 1954, the U.S. Supreme Court ruled that it was unlawful under the Fourteenth Amendment to discriminate arbitrarily against any group of people. This court decision introduced the concept of integration into public education.
Page 10 F&B |
Social Model of Disability
Suggests that disability is created or comes to light within certain environments. People can experience disability due to the environment, attitudes, or lack of support.
Page 8 C&T-P |
Learning Disability
A disorder related to processing information that leads to difficulties in reading, writing, and computing; the most common disability.
Page 23 F&B |
Annual Review
At least once each year, a student's progress toward his or her annual goals must be reviewed and the IEP changed or updated as needed.
Page 56 F&B |
Behavior Contract
A student's general education teachers get together with their special education teacher to develop a plan that can be specified for each class that student is in to help them do better in school.
Page 237 F&B |
|
Pennsylvania Association for Retarded Children V. Commonwealth of Pennsylvania 1972
This is considered the basis for most of the key principles of IDEA. The court ruled that schools may not refuse to educate students with intellectual disabilities and that a free public education must be provided to all students, not just those school officials decided they were prepared to serve.
Page 10 F&B |
Inclusive Classrooms
Are educational environments in which students with and without disabilities are educated together.
Page 8 C&T-P |
Speech or Language Impairment
A disorder related to accurately producing the sounds of language or meaningfully using language to communicate.
Page 23 F&B |
Three-Year Reevaluations
At least every three years, and more often if deemed by the MDT, students receiving special education services must be reassessed to determine whether their needs have changed. This safeguard is designed to prevent students with disabilities from remaining in services or programs that may no longer be appropriate for them.
Page 56 F&B |
Social Skills Training
Use this for students who do not know how to interact with peers and adults. When using this, be sure to remind your students to keep using them, carefully and continually monitor their usage.
Page 237 F&B |
|
Oberti V. Board of Education of Clementon School District 1993
established that school districts must make available in the general education setting a full range of supports and services in order to accommodate students with disabilities.
Page 10 F&B |
Self-Contained Classrooms
Designed for instructing only students who have disabilities. The original purpose of this was to group students who had similar learning needs.
Page 9 C&T-P |
Other Health Impairment
A disease or health disorder so significant that it negatively affects learning; students with ADHD may be included in this category
Page 23 F&B |
Individualized Education Program (IEP)
A document that the multidisciplinary team, including the child's parents, uses to decide the best placement for a student with an identified disability and that it serves as a blueprint for a student's education.
Page 58 F&B |
Self-Control Training
For students who know what to do in social situations but lack the self-control to behave appropriately. This teaches students to redirect their actions by talking to themselves.
Page 237 F&B |
|
Doe V. Withers 1993
Mr. Withers, a high school history teacher, refused to make the accommodations needed by a student with a learning disability, resulting in a failing grade and athletic ineligibility. It was ruled that Mr. Withers was personally liable to for failing to make good-faith effort to provide required accommodations.
Page 11 F&B |
Self-Contained or Alternative School
A place where students with similar learning, behavior, or social needs are provided instruction for the duration of the school day.
Page 9 C&T-P |
Autism
A disorder characterized by extraordinary difficulty in social responsiveness; this disability occurs in many different forms and may be mild or significant.
Page 23 F&B |
Due Process
The set of procedures outlined in the law for resolving disagreements between school district personnel and parents regarding students with disabilities.
|
Attribution Restraining
Students who exhibit learned helpfulness; the idea is that if you can convince students that their failures are due to lack of effort rather than ability, they will be more persistent and improve their performance in the face of difficulty.
Page 238 F&B |
|
Endrew F. V. Douglas County School District 2017
This is the most significant special education decision in 30 years. Drew was making very little educational progress in public school, his parents enrolled him in private school where he was much more successful, and the school district was asked to reimburse the parents for the tuition. The school district refused, and the Supreme Court ruled that a standard set in an earlier known lower court decision, was not intent of the law.
Page 11 F&B |
Community-Based Instruction
Some students require this kind of instruction to prepare them for life in the community by working on job skills and independent living skills that facilitate the transition from school to work.
Page 9 C&T-P |
Intellectual Disability
Significant limitations in intellectual ability and adaptive behavior; has a range of severity.
Page 23 F&B |
Mediation
To foster a positive working relationship, IDEA requires that all states have a system in place to offer to parents as an initial means for resolving conflicts with schools.
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Learned Helplessness
Students who see little relationship between their efforts and school or social success
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