Legal Aspects of Special Education

SPECIAL EDUCATION 494/594 LEGAL ASPECTS OF SPECIAL EDUCATION AND SOCIAL FOUNDATIONS

Spring 2006 11:00-12:30 pm – T/Th Lommen Hall 202 3 semester credits

Instructor: Kevin Anderson, MS Office: Lommen 214V Phone: 477-2007 e-mail: [email protected]

COURSE DESCRIPTION

This course focuses on the importance of the knowledge, skills and understanding of the educational, sociological, legal, and historical frameworks of special education services within the context of public school systems. The course also includes research on the efficacy of special education; national and state reform, and renewal efforts in general and environment professional preparation, litigation, and legislation; and best practices in curriculum for all learners. Issues related to families in a changing educational system is also addressed. TEXT

Hanson, M., & Lynch, E. (2004). Understanding Families: Approaches to Diversity, Disability, and Risk. Baltimore, MD: Brookes Publishing

Smith, T. & Patton, J. (1998). Section 504 and public schools: A practical guide for determining eligibility, developing accommodation plans, and documenting compliance, Austin, TX: Pro-Ed. Inc.

Yell, M. (2006). The law and special education. Upper Saddle River, NJ: Prentice Hall.

OVERALL COURSE OBJECTIVE

Upon completion of this course, students will be able to identify, define, and discuss the key legal, sociological, and ethical concepts of special education law. Students will also be able to describe and apply the concepts learned to today’s educational systems. They will also be able to define the rights of parents, and identify the role of the special education teacher in the classroom.

COURSE OBJECTIVES

I. Knowledgeable - Identify key legal, sociological, and ethical concepts aligned with special education law, education practices and related social foundations.

II. Humanistic – Consider the implication of special education law on students with disabilities and their families.

III. Reflective – Apply principles of course content to current educational trends. Consider current needs and possible changes in the future.

IV. Professional – Understand and apply principles learned in this course to topic discussions and classroom assignments and projects.

V. Creativity – Apply principles of course in a creative pursuit to demonstrate student rights and legal mandates. COURSE OUTLINE READINGS

UNIT 1 I. Introduction to course

II. History of special education

III. The American legal system Yell – Ch. 1 Smith & Patton – Ch. 1

IV. Special education and the legal system Yell – Ch. 4 Smith & Patton – Ch. 2

V. Individuals with Disabilities Education Act (IDEA) Yell – Ch. 5

UNIT 2 I. Americans with Disabilities Act (ADA) Yell – Ch. 7

II. Family Issues Hanson & Lynch – Ch. 1-3

III. Individualized Education Program Yell - Ch. 11

IV. Free Appropriate Public Education (FAPE) Yell - Ch. 9 V. Smith & Patton – Ch. 3

VI. Eligibility and placement in IDEA and 504 Smith & Patton – Ch. 4

UNIT 3 I. Least Restrictive Environment (LRE) Yell – Ch. 12

II. Procedural safeguards Yell – Ch. 13 III. Disciplining students with disabilities Yell – Ch. 14

IV. Families at risk Hanson & Lynch – Ch. 4-6

V. Rehabilitation Act - Section 504 Yell – Ch. 6 Smith & Patton – Ch. 5-7

UNIT 4 I. No Child Left Behind Act Yell – Ch. 8

II. Technology-Related Assistance Act (Tech Act) Handouts

III. Accommodations and modifications Handouts

IV. Family supports Hanson & Lynch – Ch. 7 & 8

EVALUATION Grading: Traditional: 90-100=A, 80-89=B, 70-79=C, 60-69=D, <59=F

Assignments: Total points: Examinations (50 points each) 150 Reading highlights (2 points each) 50 Journal article critiques (10 points each) 30 Review of web-based resources (10 points each) 30 Legal debate 40 SpEd Law presentation 50 Families/diversity project 50 Total points possible: 400 *Special project for 594 students only - see instructor for project ideas Explanation of assignments:

I. Knowledge - Examinations a. Three examinations will be given. b. Each examination contains true/false, multiple choice, definition of terms, and short answer questions.

II. Humanism – Families/diversity project a. Students will meet in a small group to determine project outline b. Groups will interview teacher, related service providers, administrators, parents of students with special needs, or agency representatives to identify legislative issues that are relevant to those persons. c. Group will provide a written (2-3) summary and short presentation to the class.

III. Reflection – Review of web-based resources and reading highlights a. Students will search and locate at least 3 web sites that focus on special education and the legal system, provide an outline of information that is relevant to this course, complete a one-page summary for each site, and share in class. b. Students will complete all assigned readings prior to the corresponding class period and turn in a one-paragraph summary of each chapter on an index card for check of understanding, participating, and class attendance.

IV. Professionalism - Scholarly pursuits and class participation a. Educational journal article – Student will locate 3 articles that address special education and the legal system. A short summary (1-2 pages) will be completed for each article and shared with the class. b. Students are expected to attend class and participate in small and large group discussions.

V. Creativity – Special education presentation and law debate. a. Students will consider one piece of special education legislation, research the origin and changes over the years, and prepare a presentation for the class. Students will provide a 10-15 minute presentation to class. b. Students will be divided into two groups and will prepare a case for one side of special education law issue. A debate will be held in class. Students will prepare notes for debate and each present during the debate. Points will be awarded according to pre-set guidelines according to debate presentation. ACCOMMODATIONS

Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-5859 V/TTY, CMU 222 as soon as possible to ensure that accommodations are implemented in a timely fashion.

TENTATIVE SCHEDULE

Week Topic Readings Assignment Examination Week 1 – Thurs. off Unit 1 – I, II Yell Ch. 1, S&P Ch. 1 Chapter paragraphs (CP) Week 2 – Thurs. off Unit 1 – III Yell Ch. 4, S&P Ch. 2 CP Week 3 Unit 1 – IV Yell Ch. 5 CP, journ. art. critique (JAC) Week 4 Unit 1 - V Yell Ch. 7 CP Exam 1 Week 5 Unit 2 - I H&L 1-3 CP Week 6 Unit 2 - II Yell Ch. 11 CP, (JAC) Week 7 Unit 2 - III Yell Ch. 9, S&P Ch. 3 CP Week 8 Unit 2 - IV S&P Ch. 4 CP, web resources due Week 9 Unit 2 - V Yell Ch. 12&13 CP Exam 2 Week 10 – Spring Break Week 11 Unit 3 – I, II Yell Ch. 14, H&L Ch 4-6 CP, (JAC) Week 12 Unit 3 – III, IV Yell Ch. 6, H&L Ch 5-7 CP, law presentations due Week 13 Unit 3 – V Yell Ch. 8 CP Exam 3 Week 14 Unit 4 – I Handouts Legal debate Week 15 Unit 4 - II Handouts Week 16 – Tues. off Unit 4 – III H&L Ch. 7&8 CP Week 17/18 Unit 4 - IV Family Diversity Project due Exam 4 Thurs. Study Day 5-5-06 @ 9