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DeMitchell, T. (1997). Where to educate Rachel Holland? Does least restrictive environment mean no restrictions? Retrieved from http://web.a.ebscohost.com.proxy-library.ashford.edu/ehost/detail/detail?vid=0&sid=3f23781b-2c2e-442f-8313-9e865e97c29e%40sdc-v-sessmgr01&bdata=JkF1dGhUeXBlPWlwLGNwaWQmY3VzdGlkPXM4ODU2ODk3JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=9703092478&db=a9h

Osborne, A. G., & Russo, C. J. (2003). Special education and the law: A guide for practitioners (3rd ed.). Corwin Press. https://content.ashford.edu/books/AUESE603.16.1/sections/nav_19?search=meaningful%20benefit#w15908

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How this decision influences today’s determination of appropriate educational settings for students with disabilities?

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How this decision influences today’s determination of appropriate educational settings for students with disabilities?

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Since the Rachel H case, schools need to follow specific IDEA guidelines. Under The Individuals with Disabilities Education Act (IDEA), FAPE means Free and Appropriate Public Education for children with disabilities. It works to protect the educational rights of parents and students. The IDEA requires teams of educators and parents to describe what is to be provided to ensure students a FAPE, including needed special education and related services, in individualized education programs (IEPs) (Osborne & Russo, 2003). Today the school systems possess more funds for special education programs for children with special needs. Observations, assessments, and IEP meetings are now used in the public school systems. When a child has an IEP, the school system must provide the student with the documented free education services.

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What constitutes an appropriate setting for a student with a profile similar to Rachel H's.

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What constitutes an appropriate setting for a student with a profile similar to Rachel H's.

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Rachel was labeled as "mentally retarded” (Intellectually Disabled), with an Intelligence Quotient (IQ) of 44. According to Rachel's disability, her individualized education program (IEP) has to ensure that she receives the right education in an appropriate setting. What will contribute to an appropriate setting for a student with a profile similar to Rachel will be the EIP team's collaboration. Everybody has to work together to make sure the IEP contributes to the student's needs.  Also, incorporating a student's peers into daily lessons will be a good reinforcement for that student. Something that will also contribute to an appropriate setting for a student, similar to Rachel, is to make the child feel welcome every day. Make them feel that they are important to you and the class. Providing a general curriculum to meet the challenging expectations for that student that meet approximate grade-level standards will also contribute to that student's success. Providing for a special education student's physical, emotional, and educational needs while also supporting the teacher and classmates will lead to everyone's appropriate setting.

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Agree or disagree with the court final ruling

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Agree or disagree with the court final ruling

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Rachel was making considerable progress.

She was not a distraction in the class, and she can do great in class.

A regular education classroom will allow Rachel to accomplish her IEP goals.

I also see the potential that Rachel has and how she will contribute to the general classroom.

I see Rachel as a motivated student.

A regular classroom will help her academically and with her functional skills.

Since Rachel learns by imitation and modeling ideal, a regular classroom will support her.

Now that Rachel's educational cost is not a problem, finding free training for Rachel will help Rachel succeed.

Rachel has the right to a FAPE

I agree with the court's findings

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Rachel H. Test’s Collaboration in DecisionMaking?   

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Rachel H. Test’s Collaboration in DecisionMaking?   

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Tests had a significant impact on Rachel H's case. Test collaborated because it analyzed the issue of the appropriate placement directly for a child with disabilities under the requirements of the IDEA. These tests are also necessary because they determined the needs of the disabled student. It will also establish the IEP for those students. Test analysis is the best decision when deciding where best to educate a student (DeMitchell, 1997).

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Effect on the teacher and children in the regular class

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Effect on the teacher and children in the regular class

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Third Factor

The district court had two concerns.

1-  The first concern is if Rachel was causing problems in the class, like interrupting her teacher and classmates.

2-  The second concern was if Rachel demanded too much time from her teacher that kept her teacher from being able to take care of the
other students' concerns or questions.

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Fourth Factor

The district court discussed that it cost a lot of money to educate Rachel. According to their calculations the

the school will pay more money than what the

school is already estimated.

The court concluded that it was not

necessary to pay for the training when

they could get free training through the

state.

The court agreed that the appropriate

placement for Rachel was full time in a

regular second-grade classroom with the

services that she needed.

"The court found that the district did not offer credible or persuasive evidence that educating Rachel in a regular classroom would be significantly more expensive than educating Rachel in a special classroom. The school district lost on all four factors of the test" (DeMitchell, 1997).

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Second Factor

The district court recorded that Rachel had
developed her social, communication skills and her
self-confidence by being in a regular class.

The court found the testimony of Rachel's
mother and her teacher Ms. Crone to be reliable.

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First Factor

Educational Benefits
The most critical factor in the Rachel case is educational benefits. According to this factor, if a student's disability is severe, they would receive a small amount or no academic benefit from placement in a regular education class. In this case, inclusion may not be appropriate (DeMitchell, 1997).

In this case, the district court could not demonstrate that Rachel could receive the educational benefits in a regular classroom. Rachel's current teacher, Ms. Grone, testified in favor of Rachel. She said that Rachel was doing great in her class, participating, and getting along with her peers. She also testified that Rachel was making progress with her IEP.

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Rachel Holland: A 11 years old special education student. Rachel attended special education programs in the Sacramento City School District in California. She had an IQ of 44. She was "mentally retarded" (Intellectually Disabled).

Rachel Holland Parents: The parents of Rachel Holland wants their daughter to be in a general classroom full time with her non-disabled peers.

The school district: The school district denied Rachel's parents' request to place her in a general classroom most of the time. They decided to "offered a placement that divided Rachel's time between a regular education class for nonacademic subjects--art, music, lunch, and recess--and a special education class of children with disabilities for all academic subjects. This placement would have required that Rachel move six times a day between the two classes." (DeMitchell, 1997)

Rachel's Parents Decision: Because the school district rejected their request, they decided to enroll Rachell in private school. Her parents decided to fight the Sacramento City School District's stance on what education was appropriate for Rachel.

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ESE603: Law and Ethics in Special Education
October 26,2020
Dr. Ward

Case Analysis: Board of Education
Sacramento City School District V.
Rachel Holland