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Upon the completion of my master's degree in Curriculum and Instruction, my hopes are to move into a career as a corporate trainer or reading curriculum specialist for a public school district. This degree allows me multiple opportunities to advance myself as a professional within the realm of education.

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Dr. Veronica Gutierrez is the current curriculum director for Odem-Edroy ISD. I had the opportunity to discuss with her background knowledge concerning the legal and ethical issues she felt were most precedent in the field of curriculum and instruction. She discussed that the ideas of following the legal layouts of the IDEA law to ensure all students are receiving the correct accommodations and remediation identified under their IEP. Dr. Veronica Gutierrez, (2018) mentioned, the laws for Response to Intervention(RTI) process was a concern that she expressed with her staff to ensure policies and procedures are in place for state testing requirements. She discussed the use of technology within the classrooms and how new laws and ethical situations must be monitored to ensure non compliant issues do not occur.  During our interview, the topic of ensuring quality professional development for staff was discussed as concern.  Dr. Veronica Gutierrez, (2018), expressed the importance of staying abreast of educational legal and ethical changes and protocols to ensure her staff is highly qualified and adequately trained to ensure student success and safety. Lastly, she discuss the legal and ethical conduct of all employees to ensure her teachers are conducting themselves ethically and professionally under the legal restraints of the law and their contracts through the use of procedures and continuously monitoring.

Reference:
(V. Gutierrez. Personal Communication, Mar 18, 2019)

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Individuals with Disabilities Education Act (IDEA): 

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Individuals with Disabilities Education Act (IDEA): 

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When exploring the Individuals with Disabilities Education Act website associated with the Department of Education website, it was apparent that the legal and ethical issues that surround this topic need to be made aware for all educators. As a future curriculum specialist, the basic and continued knowledge surrounded around these laws and acts is essential to ensure all legal and ethical standards are being met for all students. This section of the website details the definition of IDEA, the purpose, the history behind the acts and laws, and the regulations and statues that must be met to ensure the legal and ethical aspects are being met.

References
About IDEA | Individuals with Disabilities Education Act. (2019). Retrieved from https://sites.ed.gov/idea/about-idea/

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Individuals with Disabilities Education Act

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Additionally, the IDEA authorizes:

In the law, Congress states:

The stated purpose of the IDEA is:

to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;

to ensure that the rights of children with disabilities and parents of such children are protected;

to assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities;

to assist States in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families;

to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and support; and technology development and media services;

to assess, and ensure the effectiveness of, efforts to educate children with disabilities.

Learn more about the IDEA Statute and Regulations.

Search the IDEA Statute and Regulations.

On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142), now known as the Individuals with Disabilities Education Act (IDEA). In adopting this landmark civil rights measure, Congress opened public school doors for millions of children with disabilities and laid the foundation of the country's commitment to ensuring that children with disabilities have opportunities to develop their talents, share their gifts, and contribute to their communities.

The law guaranteed access to a free appropriate public education (FAPE) in the least restrictive environment (LRE) to every child with a disability. Subsequent amendments, as reflected in the IDEA, have led to an increased emphasis on access to the general education curriculum, the provision of services for young children from birth through five, transition planning, and accountability for the achievement of students with disabilities. The IDEA upholds and protects the rights of infants, toddlers, children, and youth with disabilities and their families.

In the last 40+ years, we have advanced our expectations for all children, including children with disabilities. Classrooms have become more inclusive and the future of children with disabilities is brighter. Significant progress has been made toward protecting the rights of, meeting the individual needs of, and improving educational results and outcomes for infants, toddlers, children, and youths with disabilities.

Since 1975, we have progressed from excluding nearly 1.8 million children with disabilities from public schools to providing more than 6.9 million children with disabilities special education and related services designed to meet their individual needs.

Today, more than 62 percent of children with disabilities are in general education classrooms 80 percent or more of their school day, and early intervention services are being provided to more than 340,000 infants and toddlers with disabilities and their families.

The Rehabilitation Act of 1973, Section 504 addresses protections for students with disabilities. Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the department.

OCR enforces section 504 in public elementary and secondary schools.

Section 504 states: "No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance...."

OCR also enforces Title II of the Americans with Disabilities Act of 1990, which extends protection against discrimination to the full range of state and local government services, programs, and activities including public schools regardless of whether they receive any Federal financial assistance.

OCR shares in enforcement of Title II of the Americans with Disabilities Act with the U.S. Department of Justice.

For more on the Americans with Disabilities Act, visit www.ada.gov.

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About IDEA - Individuals with Disabilities Education Act

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The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

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Association for Supervision and Curriculum Development(ASCD): Response to Intervention

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Association for Supervision and Curriculum Development(ASCD): Response to Intervention

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When exploring the ASCD website for legal and ethical topics, I was drawn to the ideas surrounding the RTI system for students. I have been in education as a teacher for 13 years, so I felt that my understanding of this topic was knowledgeably sound, but I discovered many concepts from the ethical and legal stand point that I was not entirely aware of. Students are tiered by their level of performance academically. I discovered through my study of this website that ethically it is our duty to provide students with methods of instruction that will provide the student with the greatest opportunities for success. This website illustrates the break down of the tiers and provides multiple resources for ethically providing students with academic success through the RTI process.

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According to the RTI Action Network, "Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both."

Resources on this page are organized around the three tiers associated with RTI:

Tier 1:Whole-Class Materials

ASCD has a rich set of resources that can be used to promote the achievement of all students.

Implementing Research-Based Teaching

Classroom Management

Closing Achievement Gaps

Effective Assessment Practices

Tier 2:Materials for Targeted Groups

ASCD has a rich set of research-based resources that can be used to promote the achievement of students in targeted groups.

English Language Learners

Struggling Students

Tier 3:Materials for Students with Special Needs

ASCD has a rich set of research-based resources that can be used to promote the achievement of students with special needs.

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Response to Intervention - Articles, Books, Resources

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According to the RTI Action Network, "Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both."

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Legal and Ethical Issues Involving IDEA(individuals with disabilities education act) 

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Legal and Ethical Issues Involving IDEA(individuals with disabilities education act) 

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This issue is surrounded by many legal and ethical principles that must be followed to ensure the rights of the students are being met. This topic interests me because as a future curriculum special it is my job to ensure curriculum used by teachers meets the needs of all students.

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This website gives information about court cases that have occurred concerning principle ideas surrounding the IDEA.
Reference
Wrightslaw. (2018). Special Education Caselaw from U.S. Supreme Court, Courts of Appeals and Federal District Courts - Wrightslaw.com. Retrieved from https://www.wrightslaw.com/caselaw.htm

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special education law caselaw case law education law disability

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individuals with disabilities education act

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least restrictive environment lre eligibility

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Special Education Caselaw from U.S. Supreme Court, Courts of Appeals and Federal District Courts - Wrightslaw.com

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Decisions in special education cases by the U.S. Supreme Court, Courts of Appeal, U.S. District Courts, and nother noteworthy decisions.

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This article describes how the fourteenth amendment and the principle ideas of IDEA correlate.
Refer

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As educators it is our responsibility to ensure all students receive their accommodations as outlined in their IEP's. According to Bain (2009),  in 1975 congress passed the Education for All Handicapped Children Act, which set stronger specification on educating children with special needs. This act helped paved the way in the creation of IDEA and other disability acts. This topic is very important to all educators, because the legal ramification of not ensuring the needs of students with special needs is met can effect government funding and legal action towards the school district.  According to Wrightslaw (2018), the parents of Amy Rowley, in 1982, sued the Board of Education of the Hendrick Hudson Central School District for not providing their hearing impaired daughter with the services she needed to be successful in a regular education classroom. Ethically, educators should feel morally responsible for providing all students with the accommodations needed to be fully successful throughout the school day. As a future curriculum specialist, my job will be to create curriculum choices for all students that provides successes within the classrooms. It will be my job to keep the teachers and staff abreast of the legal rights of students with IEP's and special needs to create an environment that fosters positive learning experiences for all.
References
Bain, C. (2009). Untangled Legal Issues that Affect Teachers and Student Teachers. Retrieved from http://eds.b.ebscohost.com.easydb.angelo.edu/eds/pdfviewer/pdfviewer?vid=5&sid=d5d71659-60ea-4102-9603-28dade4fac18%40pdc-v-sessmgr05

Wrightslaw. (2018). Special Education Caselaw from U.S. Supreme Court, Courts of Appeals and Federal District Courts - Wrightslaw.com. Retrieved from https://www.wrightslaw.com/caselaw.htm