Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
J. This limitation is summarized in the following passage:
Sometimes, disagreements about educational benefit are called "Cadillac-Chevrolet" disputes. Remember: In Rowley, the Supreme Court ruled that children are entitled to an appropriate education (i.e. A Chevrolet), not the best education money can buy (a Cadillac). http://www.wrightslaw.com/advoc/articles/iep_guidance.html#Law_and_Regulations leave school before he is eighteen. The possibility of his getting a job at age sixteen is significantly lower than his chances at the age of eighteen. Moreover, the additional two years in high school would provide him with additional vocational skills that he may be entitled to under law and that -- even more likely -- that he may be entitled to on an ethical basis (Vocational rehabilitation services for high school students, 2011).
The above accurately describes some of the limitations that public schools have to meet the needs of special education children. This may or may not be helpful to remind the grandparents of at this point in the process. It seem entirely likely that they know this (and certainly any well-run IEP program would have made this information known to the grandparents at the very beginning of the process) but the grandparents may need to be reminded of the legal limits for J.J.'s education.
It is significant that one of the most important objections that the grandparents have is that J.J. will face emotional abuse at work rather than the fact that he will be unable to keep a job. They are worried about this second condition, but it does not seem to be paramount. They may also feel that the district has in an important way broken trust with them because they may well have believed that the district would provide full services through J.J.'s eighteenth birthday and possibly even through his twenty-first birthday. If the IEP team and the district did not inform the guardians that this was a possibility, then they should probably apologize to them. If they had already informed the grandparents of this fact, then the IEP team members should (gently) remind the family that they have done so.
One thing that is very important to
...
One of the key aspects of IEP recommendations and accommodations that does not receive as much public debate as perhaps it should is that districts and schools can face significant pressure in terms of limiting special educations plans because such plans are extremely expensive for schools. One hopes that the opportunity to achieve savings in terms of not having to provide additional years of special education services has no play in the IEP team's decision. If financial considerations have not played a part then the IEP team should assure the grandparents of this fact.
References
Vocational services for high school students. (2011). http://www.mass.gov/?pageID=eohhs2terminal&L=5&L0=Home&L1=Consumer&L2=Disability+Services&L3=Training+and+Education+Services&L4=Education+Guidance&sid=Eeohhs2&b=terminalcontent&f=mrc_c_vr_voc_students&csid=Eeohhs2
http://www.wrightslaw.com/advoc/articles/iep_guidance.html#Law_and_Regulations
The IEP takes into account the results of the assessment while developing a plan for the future. The evaluation results include not only behavioral observations but also socio-cultural background. If the student has a physical disability, the IEP might address the need for specialized technologies or classroom adaptations. On the other hand, if the student has a learning disability, the IEP might include recommendations for lesson adaptation. The IEP is
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
Special Education: Collaboration Between Teachers The majority of special education students receive instruction in both general education classes as well as special education support classes. Most of these students are enrolled in Resource Support Programs in which a special education teacher has responsibility for offering learning supports across the general education curriculum. The job of the special education teacher, or Resource Specialist, is to ensure that the student's IEP is properly
Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and
Special Education According to the Federal Laws of the United States of America, "Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97-300.26(a)]." The revised statutes of Arizona defines a child with disability as "a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have
This plan should address the concerns of the parents and must be tailored to suit the specific needs of the concerned child. Developing an IEP involves a collaborative approach from the teachers, parents and students and other special education staff. Team effort is central to the success of the program as only when input from all the members are garnered can a successful plan be charted out. Once the