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My field of education is elementary school, I teach second grade. This being my first year of teaching I have learned so many important things from my experience. I believe the general education teachers expectation are important to know and be held accountable to especially during a mainstream special education learning platform. My legal guides topic is teacher expectation for specials education and the importance of SPED student learning mainstream. During my first year of teaching experience I am working with students who are in the special education program. I am working with these students by following their IEP's and communicating with the SPED teacher and parents as much as I can. The awareness of expectation and legal obligations to supporting these students is so important in order for them to be successful

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This Legal Guide topic is important to my field as a general education teacher this is because I still have expectations to uphold for students with disabilities. From my personal experience I am currently working with students within the special education program. These students are learning in the most least restricted environment of a general education classroom with their peers. This environment gives them a fair and equal education but their individual needs and goals still must be met but an educator to support their learning.
The lack of knowledge and experience general educator have about special education is an issue within this area of education. When there are students who would most benefit from a LRE the classroom education in the general environment they are placed to learn mainstream with their peers. The teacher much be aware of these students, their disabilities, their learning goals, and how to differentiate for their students.

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The K12 - ASCD is an association for educators to further their knowledge in a variety of areas. After college and receiving your degree to be a teacher, your learning does not stop their. As teachers we are forever learning from our colleagues, students, and resourceful organizations such as this one.
This association has all different kinds of trainings one of the important topics provided is "Inclusion and Special Education". This association provide resources to learn more about this topic and its importance through virtual professional developments, articles, and books.

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ASCD's A Lexicon of Learning defines inclusion as:

The practice of educating all children in the same classroom, including children with physical, mental, and developmental disabilities. Inclusion classes often require a special assistant to the classroom teacher. In a fully inclusive school or classroom, all of the children follow the same schedules; everyone is involved in the same field trips, extracurricular activities, and assemblies.

The Lexicon defines special education as:

Educational programs for students who, because they have a disability of some kind, require special instructional help to reach their potential. This may include specially trained teachers, innovative technology or instructional materials, access to a resource room, or even external placement. The term sometimes (but not usually) includes programs for those considered gifted.

Articles

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Educational Leadership

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Conducting an Effective IEP Meeting Aligned with the Common Core
This PD In Focus channel focuses on the nuts and bolts of structuring and executing an Individualized Education Program (IEP) meeting that is tied to the Common Core State Standards. Watch as a school team-composed of a school principal, special education teacher, language arts teacher, and math teacher-meets with the parent of a special needs student and engages in an annual review that uses the Common Core State Standards to help inform his goals.
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ASCD's A Lexicon of Learning defines inclusion as: The practice of educating all children in the same classroom, including children with physical, mental, and developmental disabilities. Inclusion classes often require a special assistant to the classroom teacher.

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Inclusion learning is the best type of environment for students with and without disabilities. "It doesn’t take away from one group to focus on another—quite the opposite. It enhances the ability of non-disabled kids to cooperate, work together, understand and value different perspectives, think critically, and even test well" (Grieco, 2019). When students are collaborating among their peers they are learning together and from each others, this is allowing everyone to be successful in the general education classroom.

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Students with disabilities face substantially increased rates of abuse and restraint in schools. As an education and disability advocate seeking to change that, I frequently encounter well-meaning arguments for separating higher-needs students from the general population.

Many parents and teachers express sympathy, yet also a desire to keep certain groups of students away from the general population for a variety of reasons.

"Is mainstreaming special needs kids a good idea if it prevents the other kids from learning?"

"And what were the 20-something other kids in the room doing when the teacher was spending most of her time attending to your special-needs child?"

"It's too bad the other children are the ones who lose out when special-needs kids are mainstreamed. This story is all well and good, but it means that this woman's child got way more than the other children did in terms of support and attention."

These are the types of comments found in parent forums and in response to articles about autism and other disabilities in the classroom. And they are echoed by teachers who are facing poorly integrated classrooms with strong behavior challenges. Resistance to inclusion itself as a practice remains entrenched.

Many teachers and parents do not know the pedagogy behind inclusive instruction. Inclusion is not about throwing disabled children into general education classrooms without support or tools and leaving teachers to clean up the resultant chaos. Schools don't meet anyone's needs when they integrate thoughtlessly.

They also do not meet the legal requirements defined by the Individuals with Disabilities Education Act, which guarantees all children the right to free appropriate public education. That includes education for disabled students in the least-restrictive environment possible-not segregated and sequestered away from their peers.

It might be less convenient at first for teachers and students (and parents) to learn about and embrace the disabled student populations at their schools. But there is no inherent right to be free from inconvenience. Perhaps it's time to look more closely at why we as educators and parents are demanding that to begin with.

Inclusion, by definition, involves carefully assessing a child's needs and then implementing a strategic plan to support that child within the general classroom setting. This is done by a special education team, rather than one general education teacher. The team offers options such as teacher training, team-teaching, pushed-in special education instruction, classroom accommodations (a standing desk, computer workstation, etc.), an interpreter, or a classroom assistant added to the room for portions of the day.

My son is autistic, and he has an assistant in his mainstream classroom to support him and several other students as needed. The rest of my son's accommodations rarely affect his classmates at all. He uses a keyboard to write, he meets with the school counselor when he's overwhelmed, and he has social-skills mentoring. The staff at his school meets and works together, mainstreaming children of all abilities. Test scores and academic achievement remain strong, even with a push-in of students from a countywide behavioral program for students with significant emotional disabilities. The general education students are doing great!

Cost is frequently at the heart of arguments against inclusion. It does take money to adequately support special needs students in mainstream classrooms, of course. It costs significantly less to push an assistant in and offer training, however, than to create a separate classroom with a special education teacher or place a child in a specialized private school.

The cost of time is more significant. Inclusion requires teachers, schools, and entire school systems to commit to the model. It requires training and a general overhaul in perspective-about the role of education and the inherent value of each child and his or her learning experience-disabled or not.

However, inclusion is best practice for disabled and non-disabled students alike. Studies show that when inclusion is done well, the whole class benefits. It doesn't take away from one group to focus on another-quite the opposite. It enhances the ability of non-disabled kids to cooperate, work together, understand and value different perspectives, think critically, and even test well.

Yes, research indicates that a majority of general education students test the same or better on standardized tests when they are educated in the same classroom environment as their disabled peers. Classrooms that have several unsupported students with severe behavioral disabilities are the exception. But diagnoses like this are rare, and added supports for those students seems to be key.

When supported and given adequate training and tools, teachers in inclusive classrooms understand and instruct a variety of learners, individualizing instruction to meet the needs of all learners better. Students have varied needs and strengths, whether disabled or not. Teachers in inclusion settings learn to address this and teach better because of it.

Empathy-which cannot be measured quantitatively-matters, too. How children view peers who look and learn differently from themselves is also a consideration as they grow to adulthood and become members of their communities, and as they live and work alongside a diverse array of citizens. It's a critical factor in whether communities and workplaces are able to function and thrive.

Finally, and most importantly, disabled students can achieve. Their talents and gifts are varied, as are the talents and gifts of all students. They are legally entitled to an appropriate public education, but they also have so much to offer their non-disabled peers, teachers, and schools.

Inclusion works when educators collaborate, get the support they need, and believe in the value of all students. It's time for schools and teachers to reevaluate their long-held biases, and it's time to address the initial financial investment required for training and staffing. It's also the law.

Inclusion is the least expensive, most effective method of teaching students. It starts from the top, with administrators making this a priority. When administrators model inclusivity and support teachers in its implementation, the entire school (and school system) culture changes. Test scores are rarely negatively impacted and often go up. More importantly, children become better citizens.

Inclusion is best practice. It is also, quite simply, the right way to teach.

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Students With Disabilities Deserve Inclusion. It's Also the Best Way to Teach (Opinion)

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Inclusion doesn't just mean throwing disabled students into general education classrooms without support, writes disability advocate Hannah Grieco.

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There are beliefs that students with disabilities who are separated from learning with their peers causes a lag in their academic success. "According to the Learning Policy Institute, only 13% of students in special education met or exceeded the state’s math standards in 2018-19, compared to 43% of their peers, even though the majority of students in special education have conditions such as dyslexia, epilepsy, deafness or speech impairments that don’t affect their cognitive abilities" (Jones, 2020). These students are not held at the same standards as the general population. So students with any disabilities are not be challenged and push for academic success.

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Less siloed, more inclusive: Changes to special education teacher preparation expected to have big impact on schools

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Under the new standards, special education teachers will be able to co-teach in "mainstream" classrooms.

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 #6 Original Sources of Law: - Constitutional

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 #6 Original Sources of Law: - Constitutional

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The law of Individuals with Disabilities Education is constitutional law within the United States it is also known as IDEA. This law is the new and replacement of the Education for all Handicapped Children Act (EHA). This gives individuals with disabilities the rights to intervention services that apply to children born until 2 years old and 3 year old's through the age of 21 for special education services. It will help ensure these children have a free appropriate public education. During that education these students must be provided with intervention services that help meet their individual goals. This education act that was passed in 2004 is known as the Individuals with Disabilities Education Act; this is the recreated version from the original act in 1990. The President stated, "The Individuals with Disabilities Education Improvement Act of 2004 will help children learn better by promoting accountability for results, enhancing parent involvement, using proven practices and materials, providing more flexibility, and reducing paperwork burdens for teachers, states and local school districts."(Individuals with Disabilities Education Improvement Act 2004, 2015).

This law in the special education program is an important motion of expectations to fulfill. The general and special education teachers have a responsibility to students in the program. These students are serviced through goals known as IEP, these are individualized goals for the students to receive accommodations or modifications that will allow them to be successful in the classroom. These instructors must meet each student's individual needs by law. This is the students in the special education program's rights according to their disabilities. As educators this is one of expectations whether you are a special educator or a general education teacher.

The Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (1990).

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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.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 8 million (as of school year 2022-23) eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

Additionally, the IDEA authorizes:

Formula grants to states to support special education and related services and early intervention services.

Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.

Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.

In the law, Congress states:

Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

Other Laws for Children with Disabilities

The U.S. Department of Education's Office for Civil Rights (OCR) provides additional resources of interest for individuals with disabilities and their families.

OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section 504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities.

To learn more, visit the OCR's Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.

Visit OCR's website for additional resources.

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About IDEA - Individuals with Disabilities Education Act

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The 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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The Americans with Disabilities Act was passed in 1990 as well. This act was put into place to put protection over students with disabilities. These students are ensured to have a fair education so they avoid discrimination during class, activities, and/or with teachers. “The Americans with Disabilities Act (ADA) prohibits discrimination against people with disabilities in several areas, including employment, transportation, public accommodations, communications and access to state and local government’ programs and services” (U.S. Department of Labor, 2020). This law is implemented in school and in the real world such as college and careers. People with disabilities have the right to an education, to holding a job or career, and many more life milestones like all people. In the ADA it helps ensure these peoples fair and equal opportunities in their lives.

Americans with Disabilities Act 42 U.S.C. § 12101

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Americans with Disabilities Act | U.S. Department of Labor

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The Americans with Disabilities Act (ADA) prohibits discrimination against people with disabilities in several areas, including employment, transportation, public accommodations, communications and access to state and local government’ programs and services. As it relates to employment, Title I of t…

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 #8 Original Sources of Law: - Judicial 

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 #8 Original Sources of Law: - Judicial 

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In the year 2015 the latest law was created, the judicial law called Every Student Succeeds Act or also known as ESSA. This act is a  reauthorized version of the No Child Left Behind Act. This is the main law used for students who are kindergarten through twelfth grade. This allows educators to differentiate academics for their students' individual learning needs. The educators must provide an equal academic opportunity and the rights to special education services if necessary. This law protects students with disabilities and who have high-needs, this ensures that they will have a fair and equal education.

Every Student Succeeds Act, 20 U.S.C. § 6301 (2015).

https://www.ed.gov/essa?src=rn

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Every Student Succeeds Act (ESSA) | U.S. Department of Education

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 #9 Original Sources of Law: Administrative 

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 #9 Original Sources of Law: Administrative 

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Students are offered what is called the Free Appropriate Public Education (FAPE) that allows students to receive a fair and equal education such as their peers do. The Free Appropriate Public Education law protects the students' privacy and educational records. Parents of students who have disabilities and are serviced through special education have the right to their students academic records. The educators must keep updated information and education records in order to have the proper documentation that supports the students abilities. The parents can request to view any of their child’s records at any time and can request a hearing if they have reason to believe that their child’s academic record is inaccurate such as report card grades.

Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99)

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Family Educational Rights and Privacy Act (FERPA) | CDC

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The Family Educational Rights and Privacy Act (FERPA) is a federal law enacted in 1974 that protects the privacy of student education records.

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 #10 Local Administrative Law/Policy/Rule:

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 #10 Local Administrative Law/Policy/Rule:

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This local Texas Charter school identifies special education within their student handbook. Acknowledging this education program allows parents and students to be comfortable with the school know their education is supported and protected.  . "TLCA incorporates special needs students into a mainstream environment that encourages inclusion" (TLCA Student Handbook, 2019). Encouraging inclusion for all students to support successful learning for students with special needs was influenced through the Least Restrictive Environment Movement. This important movement influences students to be given a fair education and allow students with disabilities to learn and work alongside their peers in the school.

Least Restrictive Environment (LRE) Movement
§300.114-§300.117

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According to the Educators code of ethics here in Texas states "Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation" ( Educators' Code of Ethics, 2018). This standard is clear how educators must treat all students fair and equally at school. Students who may be apart of the SPED program should still be held to a high standard in their academics and behavior.

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There are many important reasons for students with disabilities to be placed in a Least Restrictive Environment such as a general education classroom. There are two types of Least Restrictive Environment these are known as inclusion and mainstreaming. "A mainstream classroom is a general education classroom. Mainstreaming means putting your child with special education needs in the general education classroom for some or most of the day" (Morin, 2020). Mainstreaming allows students with more severe disabilities to have the opportunities of learning with their peers. "Inclusion goes beyond placement in a general education class. It also aims to have a child participate in the classroom lessons and extracurricular activities" (Morin, 2020). Inclusion is more including students with disabilities in the general education environment daily, this gives these students an equal opportunity to school with their needs still being met.

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Least restrictive environment, or LRE, means a child who gets special education should learn alongside general education peers as much as possible. Learn more.

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#13 Bulleted list of Recommendations / Best Practices for Compliance:

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#13 Bulleted list of Recommendations / Best Practices for Compliance:

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-It is important for general education teachers to be educated on the expectations and services they must offers to special education students.
-Special Education students have the legal rights to a fair and equal education with their peers.
-Students with and/or with out disabilities can all benefit from collaborating together in the general education environment.
-Students with disabilities should still be held to a high standard, they can be challenged to achieve academic success.
-The Least Restrictive environment allows and supports students in the special education program to be taught in a mainstream or inclusive environment.
-The IDEA law for special education supports students with disabilities to be taught and supported for their individual needs, which may be to be taught in a LRE in the general education classroom.

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About IDEA. Individuals with Disabilities Education Act. https://sites.ed.gov/idea/about-idea/.

Americans with Disabilities Act. U.S. Department of Labor Seal. https://www.dol.gov/general/topic/disability/ada.

Ascd. (2021). Inclusion and Special Education. Inclusion and Special Education - Articles, Books, Resources. http://www.ascd.org/research-a-topic/inclusion-and-special-education-resources.aspx.

Centers for Disease Control and Prevention. (2018, September 14). Family Educational Rights and Privacy Act (FERPA). Centers for Disease Control and Prevention. https://www.cdc.gov/phlp/publications/topic/ferpa.html.

Grieco, H. (2021, January 22). Students With Disabilities Deserve Inclusion. It's Also the Best Way to Teach (Opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-students-with-disabilities-deserve-inclusion-its-also-the-best-way-to-teach/2019/05.

Jones, C. (2020, November 30). Less siloed, more inclusive: Changes to special education teacher preparation expected to have big impact on schools. EdSource. https://edsource.org/2020/less-siloed-more-inclusive-changes-to-special-education-teacher-preparation-expected-to-have-big-impact-on-schools/644367.

Morin, A. (2020, October 22). Least Restrictive Environment (LRE): What You Need to Know. Understood. https://www.understood.org/en/school-learning/special-services/special-education-basics/least-restrictive-environment-lre-what-you-need-to-know.

U.S. Department of Education. Every Student Succeeds Act (ESSA). Every Student Succeeds Act (ESSA) | U.S. Department of Education. https://www.ed.gov/essa?src=rn.

Vanderbilt Peabody College. (2021). Least Restrictive Environment (LRE). Iris Center. https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_info_briefs/IRIS_Least_Restrictive_Environment_InfoBrief_092519.pdf.