In well developed essay format provide full and complete answer to the following questions:
Explain how the Individuals with Disabilities Education Acts of 1990 and of 1997 and the Individuals with Disabilities Education Improvement Act differ from the original P. L. 94-142 legislation.
Describe the purpose of an IEP. Who must attend the IEP meeting? List five pieces of information that must be included in an IEP. What is the role of the general education teacher in the implementation of an IEP?
Explain the importance of implementing an RTI or MTSS model and describe the issues that led to the development of RTI models.
When implementing RTI interventions, an educator can choose from two models. Select one of the two models and briefly explain how it would be used in your classroom. Include the steps you would use with your chosen model.
From the perspective of a general education teacher, what does it mean to collaborate with other professionals? Provide an example of a situation in which you anticipate that you might have to use collaborative skills and explain how you would use those skills.
When students with special needs are placed in general education classrooms, procedures for their evaluation, assessment, and grading are often issues that need to be addressed. Briefly describe the issues that are likely to occur and provide several suggestions for how teachers might solve the issues.
important article below
Legal History of Special Education
What a Long, Strange Trip It’s Been!
MITCHELL L. YELL, DAVID ROGERS, AND ELISABETH LODGE ROGERS
ABSTRACT
children and youth with disabilities have historically received unequal treatment in the public education system. In the early 20th century, the enactment of compulsory attendancelaws in the states began to change the educational opportunities for these students. Opportunities for admittance to public schools were greater. but many students nevertheless did not receive an effective or appropriate education. Beginning in the late 1960s and early 1970s, parents and advocates for students with disabilities began to use the courts in an attempt to force states to provide an equal educational opportunity for these students. These efforts were very successful and eventually led to the passage of federal legislation to ensure these rights. The purpose of this article is to examine the legal history of special education. We will examine these early efforts to ensure a free appropriate education for students with disabilities up to and including the enactment of the Individuals with Disabilities Education Act Amendments of 1997.
In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it. is a right that must be made available to all on equal terms.-Chief Justice Earl Warren, Brown v. Board of Education (1954), p. 493.
HISTORY oc SPECIAi EDUCATION LAW 1s A chronicle of the efforts of parents and advocacy groups in the
courts and legislatures of this country. The purpose of this article is to provide a brief examination of these efforts. First, we will review the historical development of special education from the initiation of compulsory attendance laws to the exclusion of children with disabilities. Next, the effects of the Civil Rights Movement on special education will be discussed, with particular attention to Brown v. Board of Education (1954), as well as the equal opportunity movement. Landmark cases of the equal opportunity movement and other significant cases related to special education will be presented as a part of this discussion. The manner in which these cases led inexorably to legislation will be explained. Finally, the major federal legislative mandates, Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act of 1990 (IDEA) will be briefly examined.
COMPULSORY AnENDANCE
Public education is viewed as a birthright in our country that leads to an educated electorate without which there would be no viable democracy (Levine & Wexler, 1981). A common misconception regarding public education is that it is guaranteed by the federal Constitution. In fact, education is the business of the states. The Tenth Amendment to the U.S. Constitution implies that education is the responsibility of state government. That education is a state-not federal-matter was seen as essential by the founders of this country. This was because state governments were seen as being closer and more connected to the needs of the people. Rhode Island was the first state to pass a compulsory education law in 1840; Massachusetts passed the second in
