We have briefly examined higher education and accommodations that disabled students may require. We have also looked briefly at educational support services for high school students with disabilities in the "transition" age (16-22). In this class we discuss the cornerstone principles of the federal Individuals with Disabilities Education Act (IDEA): FAPE (Free Appropriate Public Education) in the LRE (Least Restrictive Environment).

Please Read:

Weber, Understanding Disability Law, Primary & Secondary Education, Sec. 4.01[B]-[E], pp. 100-116.

Sections I & IV(B) of this US court decision: Sacramento City USD v Rachel H. (1994)

Honig v. Doe (1988) abridged (leading US Supreme Court case on discipline of disabled students)[CONTENT WARNING: Some may find references in this court case to the plaintiff/respondent students' appearance, behaviors and physical activities (the subject of misconduct violations) to be disturbing].

Please answer this question:

In Sacramento City USD v. Rachel H., one of the factors the court examined in determining a student’s placement in a “regular” or inclusive classroom is the student’s impact on the teacher and the other children in the class, i.e. (1) whether “there was detriment because the child was disruptive, distracting or unruly” and/or (2) “whether the child would take up so much of the teacher's time that the other students would suffer from lack of attention.” If you were a member of the IEP team, what are some accommodations or supports you would recommend for a student with significant behavior issues? What would you recommend for a student with specific learning disabilities whose performance was not on par with most of their “typically developing peers?” (You can use bullet point format).

Please jot down and submit talking points to prepare for this role play:

You will be attending a simulated Manifestation Determination Review (MDR) on May 25 and playing the role of either Parent/Student's Advocate (last name begins with A-H), Vice-Principal (last name I-P) or "Regular Education" Teacher (last name Q-Z). Include potential responses to points made by other members of the MDR team. (You can use bullet point format). The necessary facts are in Week Module 9- Manifestation Determination Review Page.

Optional Reading:

Articles 1, 3, 4 & 24 of UN Convention on the Rights of People with Disabilities (CRPD)

D. Kanza (Univ. of Wolongong Faculty of Ed), "Inclusion of Students with Disabilities in New Times: Responding to the Challenge" (2008) (pp. 39-54)

R. Muller, "Integrated Classrooms Fail Teachers and Students" (PSYCHOLOGY TODAY, 2019)

S. Rosenbaum, Full Sp[]ed Ahead: Expanding The IDEA Idea To Let All Students Ride The Same Bus

When It's Not Apparent-Handout for Parents & Advocates (with cartoons)