Showing papers in "Focus on Exceptional Children in 2007"

Reflections on the 25th Anniversary of the U.S. Supreme Court's Decision in Board of Education v. Rowley.

Abstract: June 22, 2007, was the 25th anniversary of the U.S. Supreme Court’s decision in Board of Education of the Hendrick Hudson Central School District v. Rowley1 (hereafter Rowley; 1982). In Rowley, the Supreme Court interpreted Congressional intent in requiring that public schools provide a free appropriate public education (FAPE) to students with disabilities under the Individuals with Disabilities Education Act (IDEA). This ruling— which is arguably the most important special education decision by the high court—has had a profound effect on the education of students with disabilities. In this article we reflect on the importance of this decision and discuss how changes in IDEA in the 1997 and 2004 reauthorizations have changed the definition of a FAPE. First, we briefly review passage of the Education of All Handicapped Children Act2 (EAHCA) in 1975. Second, we examine the facts of the Rowley case and the Supreme Court’s ruling. Third, we look at some court cases following Rowley, which interpreted the meaning of the Supreme Court’s ruling. Fourth, we consider the effects of IDEA 1997 and 2004 on the meaning of FAPE. Finally, we discuss principles that school districts should follow when developing individualized education programs (IEPs) that provide a FAPE for students with disabilities.

Self-Advocacy Instruction: Bridging the Research-to-Practice Gap

Abstract: Special education literature abounds with a challenge to special educators to promote the acquisition of self-determination skills in their students (e.g., Algozzine. Browder. Karvonen. Test. & Wood. 2001). A critical component of self-determination that can be readily addressed in the school setting is self-advocacy. We believe that meeting the challenge of enhancing student's self-advocacy skills will require that educators understand self-advocacy and recognize its signillcance in obtaining successful outcomes for students with disabililies once they leave the P-12 school sysiem. Special educators also need a clear understanding of curricula and instructional strategies that they can use to effectively promote the development of self-advocacy skills in their students (Test, Mason, Hughes. Konrad. Ncale. & W(K>d. 2(X)4). Currently, teachers face many demands to comply with schcwl district, state, and federal mandates, which seem to he at odds with creating meaningful lEPs that meet individual sludeiu needs (Sorrentino & Zirkel. 2()(}4). But when leachers understand self-advocacy, recognize that it is an essential component for the success of students who have disabilities, and have the information they need to promote self-advocacy, we believe they will make time to support the development of those skills. The many extrinsic factors that motivate teachers to address self-advocacy issues for their students include, but are not limited to. the Individuals with Disabilities Education Act (1990. 1997. 2004). the Americans wilh Disabilities Act (1990). ihc Rehabilitation Act 0973), various state statutes and regulations, national and local advocacy groups, professional literature, and conference presentations. Yet, students still do not seem tt> be practicing self-advocacy skills to the extent that they become sell determined aduUs alter they complete their public education (Wehmeyer & Schwartz. 1997). As laws and advocacy groups move beyond access to accountability, teachers recognize that special education practices must change as well. To support teachers' understanding of why and how to make those changes, we begin with a brief discussion of self-determination theory, which points to the important role of self-determination in learning and provides context for understanding the concept of selfadvocacy. In addition, we provide definitions of self-determination and a conceptual framework for seif-advocacy—the focal point of this article. We outline the need for explicit instruction related to component skills of self-advocacy and describe the barriers to providing that instruction in preschool to grade 12 (P-12) schools. Next we explore the

School Violence and Disruption Revisited: Equity and Safety in the School House

Abstract: In the September, 2000. issue of Foctts on E.xceptianal Children, we, along with several colleagues, examined .school violence and related disorders through ecological and other perspectives (Leone. Mayer. Malmgren. & Meisei. 2000). That article attempted to move beyond a discussion limited to child-centered characteristics and toward the contexts of children's lives. Our analysis of school violence examined family structure and poverty, exposure to violence in popular tnedia. access to guns, and influences in the education system (e.g., accountability, zero lolcrance) thut might help to explain school violence and disorder. After presenting data on the extent of school violence and disorder, we closed with a discussi

Taking an Aesthetic Stance Toward Teaching and Assessment

Abstract: ion of a globe, Peter could not yet extend his learning beyond his concrete experiences. Clearly, Peter was not reading and writing up to the benchmark standards of the school, and his peers still found much of his written communication unintelligible, But Peter's sense of what he was doing, his personal theory about print literacy, had changed dramatically. During the last few weeks of school. Peter frequently visited the invitation called Photo Reflections. He finally understood the importance of explaining his learning processes to himself