https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h Made with whimsy en-us 2021-08-18 00:58:05 UTC 2021-08-22 15:14:44 UTC hello@padlet.com emmalynnr11 https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683097944 Students that are labeled are labeled differently according to different provisions. For example, some provisions correlate to the child's age, while others correlate to the type or severity of the disability they have. 
-There are also different levels to how a student will be labeled based on the severity of the disability they have]]> 2021-08-18 00:59:16 UTC https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683097944 emmalynnr11 https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683098252 IDEA law is equal opportunity, full participation, independent living, and economic set sufficiency. Equal opportunity is described as having an equal chance to make progress and learn in school. Full participation means meeting the curriculum standards while fully being involved just as much as any other student. Independent living refers to having input and an opinion on how you think your education should be run, and what your next goals are for your education. This also includes how one might independently live on their own and how they survive independently. Lastly, economic self sufficiently means being able to use your education or teachings to find a job and make a living off of those skills. As the textbook says, you are contributing your worth as a working person in society. ]]> 2021-08-18 00:59:29 UTC https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683098252 emmalynnr11 https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683098704 The goals and results of the six principles of IDEA are...
Zero reject: The goals of this are to make sure that every student is involved and included regardless of disability (as defined by IDEA). The results are, that students that some may deem unteachable are able to get an elementary education, and then some go all the way to get a secondary or college education. A great example of this would be Micah, a young man who we talked about during our discussion question this week. 
Nondiscriminatory evaluation: The goals are to determine and find out whether the student in question has a disability, and then to provide them with an appropriate resource to help them in school. The results are that students who did not previously know they may have needed a little extra help are then getting the support they need from their educators and their parents. 
Appropriate education: The goal is to require schools to provide appropriate benefits and progress by following the IDEA process. The results are the student receiving benefits that are specifically tailored to help them in the school year. 
Least restrictive environment: The goal of this IDEA principles is to allow those students with disabilities to also have time to join the "regular" or non disabled classroom environments as well. This does not necessarily have to be a classroom environment during a math lesson, but it can also be extracurricular activities or other academic or physical activities as well. The end result is that the student still feels part of the class, and it can also help with their confidence in feeling like an ordinary student as well. 
Procedural Due process: The goal os this IDEA principle is that parents make sure that both themselves and the school are accountable for carrying out the students IDEA rights. Even if the school does not "want" to give the student these rights, the procedural due process states that the student is entitled and has every right to be given these IDEA rights. The result is that the school and parents are able to work together and be on the same page when it comes to their child's education process. 
Parent and Student Participation: The goal is to make sure that parents know their rights to be apart of their child's education process by making sure they know all the rules and rights given by the IDEA principles. It is also noted that the parents will be told that when their child reaches the age of 18, those rights will then be transferred over to the student since they will be an adult by then. According to the textbook, this is that this is a less adversarial accountability technique, and possibly a better option for some parents rather than the other techniques. ]]> 2021-08-18 00:59:43 UTC https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683098704 emmalynnr11 https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683099019 -Zero Reject: This applies to educability and contagious diseases. This prohibits schools from excluding any students with a disability from a free public education. 
-Nondiscriminatory Evaluation: This serves two different purposes, and those are to figure out what disability a student has and then to figure out whether the student needs special education or other resource such as this. Students will need an thorough assessment process and also parental consent. 
-Appropriate Education: IDEA defines this in two different but similar ways. This is best defined by describing how educators and the guardians of the student will decide what resources the student needs and how those will be granted to the student. This also involves figuring out the path best to receive the greatest results. 
-Least Restrictive Environment- The inclusion of a student with a disability (based on IDEA's definition of a disability) into a classroom environment that heightens their interaction with their non disabled peers when deemed appropriate. This includes being put into general education courses, extracurricular courses, and nonacademic activities. 
-Procedural Due Process: Due process hearings are similar to a regular courtroom trial. They are conducted before an impartial hearing official and the parents and schools are entitled to have lawyers present as well. The point of this is to make schools and parents accountable to each other by making sure the student's rights, specifically the IDEA rights are mentioned. 
-Parent and Student Participation: Parents are their child's number one supporter, and teachers are there to support the children everyday in the classroom. Parents should receive a notice before school's do anything regarding a special scenario in their child's education. Parents do have the right to refuse certain things, even if it goes against the better judgement of the educators. The student's legal guardians also have access to any school records concerning the student and their past or future education plans. ]]> 2021-08-18 00:59:54 UTC https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683099019 emmalynnr11 https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683099563 Although this chapter was very informative and interesting, the are some of the facts or content I found the most useful.
-I found it interesting that just in the middle of the 20th century, people were still discriminating against those with disabilities. They did not take an approach to help them feel included and cared for, but rather they excluded them and did not allow these students to get the full education they deserved. I found this very disheartening and sad, however, also very impressed to see how far we have come today.
-"Low expectations express pessimism". This was one of the first statements in chapter one, and I found it to be a very strong statement. As educators, you cannot set or expect low standards because then your student will lack the confidence and support they need. Children look to their mentors for support and confidence and if we do not give that to them, they will start to beat themselves down and lose all self confidence. This may then cause them to lose interest in school all together. ]]> 2021-08-18 01:00:16 UTC https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1683099563 emmalynnr11 https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1689563164 The six principles of ESEA are: (Similar definitions given by the book)
-Assessments- States must continue to test all students on statewide assessments
-Alternate Standards for students with cognitive disabilities- States must use the same challenging academic material for all students except they may use an alternate achievement standards for students with the most severe or significant cognitive disabilities 
-Universal design for learning and accommodation- States must use the principles of Universal Design for Learning when they are making assessments. States must also provide acceptable accommodations for students with disabilities. 
-Measures of interim progress- States must make ambitious long term goals with measure of interim progress for all students and separately for each group of students with disabilities 
-State defined alternate diploma- States may choose to award a state defined alternate diploma to students with the most severe or visible cognitive disabilities who are assessed using alternate achievement standards.
-Teacher and Leader Quality- States may use ESEA funds to train and recruit high quality teachers and their support staff. This includes principals and other school leaders. 
-Improving conditions for learning and teaching- SEAs must have plans on how they will support LEAs to improve the learning and teaching conditions for both the educators and the students. ]]> 2021-08-22 15:10:45 UTC https://padlet.com/emmalynnr11/hqrddil9yyv9ix0h/wish/1689563164