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Read the Case Study about Dylan Schwind.

Do you think that Dylan has received an appropriate education thus far in his life? Why or why not? I do not believe that Dylan has received an appropriate education thus far in his life. Dylan did not because of teachers not cooperating and working together with parents and other professionals. His teachers did not think of his well being, they just worried about what he learned academically, which is a big part of a child's life and development but children need to also develop socially and behaviorally. Students in Special Education (answer the following questions and fill in the blanks): 1. 2. Disability affects _8.8_ percent of the U. S. school-age population. How many school age students receive some form of special education? 321,894 Infants and Toddlers (2.7%) 709,004 Preschool Children (5.7%) 6 Million Age 6-21 346,258 Eighteen-Twenty One TOTAL: 7,267,005

3. What is the proportion of males to females enrolled in special education programs? Male (67%) to Female (33%) 4. Which category of disability has the largest percentage of students? Which is second? Specific Learning Disabilities is the largest percent (43%) and Speech or language impairments is the second (19%). Special Education Law: What is the name of the law that governs the education of students with disabilities? When was it first enacted? Individuals with Disabilities Education Act (IDEA) was first enacted in 1975. Eligibility: A student with a disability is one who has a categorical disability and who, because of the disability needs special education and related services. Summarize each of the six principles of IDEA in your own words: 1. Zero Reject The zero reject rule enforces the fact that all means all and that all students with disabilities will be benefitted by IDEA, no matter how severe their disability is. This guarantees that all students with disabilities have access to an appropriate education.

Schools must discipline students with disabilities by following the principles of the IDEA act. 2. Nondiscriminatory Evaluation Nondiscriminatory evaluations of students by educators assure an appropriate education. These evaluations determine if students have a disability and are able to continue under IDEA and which special education and related services a student needs to receive. This determines the students individualized education program (IEP) and, more specifically, the program and placement that is best for the student. 3. Appropriate Education Every student in special education deserves the right to an appropriate education. This means that their education should be individualized to meet their unique needs. Each student has an IEP that is based on their nondiscriminatory evaluation and is outcome oriented. The student must have an IEP team that includes certain people. The IEP must be in place at the beginning of the school year and must be reviewed at least once a year. This must be a cooperative process and incorporate ten activities as stated in IDEA. 4. Least Restrictive Environment Schools must allow education of special education students alongside students who do not have disabilities, including the academic curriculum, extracurricular activities, and other nonacademic activities like recess, meals, etc. It requires that a school must educate a student with a disability with students who do not have disabilities to the maximum exert appropriate for the student and a school may not remove the student from regular education environment unless because of the nature or severity of the students disability, he or she cannot be educated there successfully, even after the school supplies supplementary aids for the child. There should be high expectations for the student. 5. Procedural Due Process If parents do not agree, IDEA first suggests a face to face resolution session and if that doesn't work then a mediation session and then they are entitled to a due process hearing (a mini-trial). 6. Parent-Student Participation Parents have many rights. They have the right to be a part of the IEP team, to be given a notice before anything happens with the student and to the procedural due process. They also have the right to access school records about their child and control who sees the records. They have the right to not transfer rights to their child when they turn 18, if they are not competent. What are the names of the other federal laws that affect students in special education? ~Elementary and Secondary Education Act- No Child Left Behind Act. ~Rehabilitation Act ~The Technology-Related Assistance to Individuals with Disabilities Act

~Anti-discrimination Laws ~Americans with Disabilities Act Special Education Goals and Results: What is the national rate of students with disabilities receiving a high school diploma? Do you think this rate is acceptable? Why or why not? 34% of students with disabilities receive a high school diploma. I do not think this rate is acceptable. The rate is very low and I believe it should be higher because the students with disabilities should have the right to the opportunities that come with a high school diploma. This rte is low but I also think the things that are going on to improve this rate are good and should be continued. Read Box 1.1 on p. 23: Stel Achieves His Great Expectations. Do you think Stel should go back to his high school and show his old teachers what he has accomplished? Why or why not? I think that Stel should maybe email his old high school teachers and thank them for giving him the base that took him into his college career and tell them of his great success. I think it is good for the teachers to know that the hard work they put into giving him a good education was worth it and that may be a great reminder to me that students with disabilities can achieve great success.