LAWS AND POLICIES THAT PERTAIN TO CHILDREN WITH DISABILITIES

According to Heward (2002), more than six-million students in the United States have either physical or mental conditions that interfere with learning. These disabilities make it difficult for them to do normal schoolwork. Some of these children cannot see, hear, or learn normally. Other children have mental conditions (both organic and psychological) that prevent them from cooperating in a classroom. Some disabled students attend special public or private schools operated to provide specifically for their needs.

However, Heward (2002) further notes that for years, most disabled children were not permitted to attend public schools. Indeed, he states that as recently as 27 years ago, public schools accepted only one in five disabled children. Many states actually had laws that barred children with mental problems or limited intelligence. They also barred those who could not see or hear. Today, in large measure due to the untiring efforts of educators (see: Turnbull, Turnbull, Stowe & Wilcox, 2000), federal legislation has been passed that has dramatically changed school policies and procedures related to disabled children. The purpose of this paper is to describe and discuss some of the most important of these laws and policies.

Crockett and Kauffman (1999) report that in 1975 comprehensive legislation was finally passed for children with disabilities. This was the Education

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rganized into four parts General Provisions, Assistance for the Education of All Children with Disabilities (school age/preschool programs), Infants and Toddlers with Disabilities; and National Activities to Improve the Education of Children with Disabilities (support programs). While the bill retains the major provisions of earlier federal laws, it also includes certain modifications. Specifically, the bill mandates the participation of students with. disabilities in state and district-wide assessment (testing) programs, with appropriate accommodations where necessary. Alternative assessments are also allowed for children who need them. Further, there is an increased emphasis on the participation of disabled children in the general curriculum and upon the involvement of regular education teachers in developing, reviewing and revising the IEP. Knoblauch and McLane (1999) further note that the bill enhances parent participation, streamlines student evaluations and reevaluation requirements as well as transition services. Also, there are provisions related to mediation for resolving parent-school disputes and conflicts. Disciplinary procedures are also highlighted, and include the placement of certain students with disabiliti
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Approximate Word count = 1690
Approximate Pages = 7 (250 words per page)

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