Greer Vs. Rome City School Room: Case Study

This case Tinker v. Des Moines Schools was a very interesting case argued in 1968. A lawsuit was filed against the school after three students, Two of which in high school and one in middle school were suspended from school. The school suspended the students for wearing black armbands protesting the Vietnam war. Two other students wore armbands, but were in elementary school and weren't suspended. The students were fifteen year old John Tinker, sixteen year old Christopher Eckhardt, and thirteen year old Mary Beth Tinker.

If students are limited to only a resource room for their educational experience they run the risk of receiving a narrowed curriculum reduced to practice of individual skills. Exclusion from general education classrooms may also result in lowered expectations because students are not exposed to peers with skills that they are working towards learning. Also, other students would not have opportunity to have a friendships different from those that they already have. Special needs students should be working towards the same academic standards as social goals students of their same age yet with instructional supports and accommodations and modifications as needed (p. 1 IRIS). Excluding them from the general education classrooms could also make it so the students is less likely to perform well on assessments because they have had significantly less exposure to its

So many federal laws and regulations have paved the way for individuals with disabilities to be able to have the equal opportunity for success. Education was not always an option for everyone, there was a time when receiving an education was a privilege. When writing about IDEA Garguilo states that “we consider this law to be one of the most important pieces, if not the most important piece, of federal legislation ever enacted on behalf of children with special needs” (page 45). This law allowed for all children with disabilities to receive a free appropriate education. IDEA changed the way for these individuals allowing for a: FAPE, LRE, IEP, procedural due process, nondiscriminatory assessment, and parental participation. Students with and

The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997 and 2004. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards.

You asked me to conduct some legal research on the questions posed by Brian Malechuk from Katy ISD regarding IEE cost and protocols. My findings and recommendations are below.

Three laws that have shaped and resolved the rights and services available to the students with disabilities will be discussed in this section.Section 504 of Rehabilitation Act of 1973, the Individuals with Disabilities Act( IDEA )and The Americans Disabilities Act( ADA). The IDEA is the major federal statute providing educational rights to students with disabilities. Even so, two other statutes, Section 504 of the rehabilitation Act and ADA which was modified recently (ADA,2006,2008), also have implication for the disciplinary process when it involves students with disabilities ( Russo & Osborne, 2009).

In Doe v. Koger, a student with intellectual disabilities was expelled based on disciplinary issues. The school denied the student a due-process hearing for students with disabilities. When the family took the school district to court, it was ruled that before changing the placement of a student with disabilities through long term suspension or expulsion, a hearing must be held to determine whether the child’s inappropriate behavior was a result, or manifestation of his/her disability.

The Court of Appeals dismissed the appeal in err for lack of counsel. Parents are entitled to protection of their rights under IDEA; which includes the entitlement to prosecute on their own behalf claims under IDEA. Congress granted these rights to parents under IDEA. It has been proven that children with disabilities are more apt to prosper if parents are involved with their child’s education. IDEA was set up to guarantee parents have the right a greater role in their child’s education and are responsible for participating in meetings and helping with writing their child’s IEP and take part in any decision making. The Supreme Court found that the parents did have the right for parents to protect a child’s FAPE.

PARC v. Commonwealth (1971, 1972): In 1965 it is approximately 75000 children with developmental disabilities in the state of Pennsylvania that were being denied free public education of those children 4000 who were in state facilities receiving care but not education. 1971 class action suit was brought against the Commonwealth of Pennsylvania, State Board of

For issues concerning the differing opinions among school districts, private schools, parents, and state agencies, the Bureau of Special Education Appeals should hold hearings to resolve any problems. A parent or school district may request a hearing at anytime concerning the special education of their child or student. Never can a school

The district court judge said that since Rowley lacked a sign language interpreter, she does not understands all of what goes on in class than she could if she were not deaf. Therefore Amy is not learning as much as she would without her handicap. The judge said that this means she was not receiving a free appropriate public education that she was entitled to. Wrights Law (1982). Board of Education of the Hendrick Hudson Central School District v. Amy Rowley (458 U. S. 176). Retrieved from http://www.wrightslaw.com/law/caselaw/ussupct.rowley.htm A Free Appropriate Public Education means that the child with a disability will receive the same education as a child without disability. The school district did not like the decision from the district court, so they appealed the case to the United States Courts of Appeal. However, the school district would go on to loose their appeal because the United States Court of Appeal affirmed the decision of the district court. They too said that without the sign language interpreter in the classroom, Amy can only learn half of what the other students are able to learn due to her being death. She does not have an equal chance to learn like the other students, so she is not receiving a free appropriate public education. The school district was still not happy with the decision so they appealed their case to the United States Supreme Court. The Supreme Court said that in the Education for All Handicapped Children Act, a free appropriate public education consists of educational instruction that is planned to meet the unique needs of the child that has a disability, supported by such services as are necessary to permit the child "to benefit" from the instruction. Board of Education of the Hendrick Hudson Central School District v. Amy Rowley (458 U. S. 176). Retrieved from http://www.wrightslaw.com/law/caselaw/ussupct.rowley.htm Free Appropriate Public Education does not require the

The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks.

Mr. and Mrs. Blakeney (MHS) describe Loshane as hyper and playful. MHS report Loshane does display verbal aggression towards peers and adults. Loshane display physical aggression, however use a bat to hit the tree to release the aggression. Loshane continues to have negative and positive peer and adult interactions.

Hudspeth Regional Center opened in 1963 as an annex to Mississippi State Hospital designed originally as a segregation part of the institution to serve black individuals with mental retardation and or development disabilities. In 1968 under a federal order, the state was forced to integrate the population by transferring individuals between Ellisville State School and Hudspeth Regional Center for a racial balance, based upon the family residence in each area of service. In 1974 Hudspeth became independent facility which operated separately from Mississippi State Hospital. Throughout the 70s population grew to approximately 1000 individual with around 275 staff members. Individuals were transferred to newly opened facilities like Boswell, apartment, or nursing homes. Hudspeth Regional Center provides Support Coordination and Transitional Living which is

The failure to implement full inclusion appropriately has numerous detrimental effects on the parties involved. One disadvantage for full inclusion is that the socialization part precedes the academic component, notwithstanding the fact that it should not be the primary goal of education. Inclusion movements aim to make disabled students look normal, overlooking the issue of whether they are undertaking educational programs or not. This can have a negative effect on the academic progress of students with disabilities because important skills are not taught for the sake of the learner making physical presence in a full inclusion classroom. Fox (2013) claims that there is a need for disabled students to reap maximum benefits from this integration. Full inclusion leaves students with disabilities with low self-concept and self-esteem. Various students undertaking special education have claimed that life in full inclusion classrooms is characterized by frustration, fear, isolation, and ridicule. Inside regular classrooms, disabled students are exposed to activities that their peers can do easily, but they cannot. Subsequently, they are overwhelmed, subjected to depression, and in the end they feel