Zero reject

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Zero reject is an educational philosophy which says that no child can be denied an education because they are "uneducable". [1] It is part of the Individuals with Disabilities Education Act (IDEA), which is the main special education law that seeks to guarantee free and public education for students with disabilities. [2] Because of this policy, the services that have been previously inaccessible to this group of learners are already routinely provided. [3] Zero reject also include additional components such as the requirement for general education placements to be age- and grade-appropriate in keeping with its inclusion philosophy. [2]

The philosophy of education examines the goals, forms, methods, and meaning of education. The term is used to describe both fundamental philosophical analysis of these themes and the description or analysis of particular pedagogical approaches. Considerations of how the profession relates to broader philosophical or sociocultural contexts may be included. The philosophy of education thus overlaps with the field of education and applied philosophy.

Education Learning in which knowledge and skills is transferred through teaching

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, however learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

Individuals with Disabilities Education Act United States law

The Individuals with Disabilities Education Act (IDEA) is a four-part (A-D) piece of American legislation that ensures students with a disability are provided with Free Appropriate Public Education (FAPE) that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act (EHA) from 1975 to 1990. In 1990, the United States Congress reauthorized EHA and changed the title to IDEA. Overall, the goal of IDEA is to provide children with disabilities the same opportunity for education as those students who do not have a disability.

Background

The origin of zero reject policy and IDEA can be traced back to the Education of All Handicapped Children Act passed by the U.S. Congress in 1975. [4] IDEA replaced this law in 1990, which also underwent a succession of amendments starting in 1997. [4] The law aims to facilitate the movement of qualified individuals with disabilities from their home, their school, and into mainstream employment. [4]

United States Congress Legislature of the United States

The United States Congress is the bicameral legislature of the federal government of the United States, and consists of two chambers: the House of Representatives and the Senate. The Congress meets in the United States Capitol in Washington, D.C. Both senators and representatives are chosen through direct election, though vacancies in the Senate may be filled by a gubernatorial appointment. Congress has 535 voting members: 435 representatives and 100 senators. The House of Representatives has six non-voting members representing Puerto Rico, American Samoa, Guam, the Northern Mariana Islands, the U.S. Virgin Islands, and the District of Columbia in addition to its 435 voting members. Although they cannot vote in the full house, these members can address the house, sit and vote in congressional committees, and introduce legislation.

One of the six core principles of IDEA states that no child with a disability can be denied a free appropriate public education. [5] It requires that schools receiving federal funding must educate all children with disabilities without conditions and exceptions. [5] This principle applies regardless of the nature or severity of the disability; no child with disabilities may be excluded from a public education. The requirement to provide special education to all students with disabilities is absolute between the ages of 6 and 17. If a state provides educational services to children without disabilities between the ages of 3 to 5 and 18 to 21, it must also educate all children with disabilities in those age groups. Each state education agency is responsible for locating, identifying, and evaluating all children, from birth to age 21, residing in the state with disabilities or who are suspected of having disabilities. This requirement is called the child find system.

The zero reject principle also ensures that students with communicable diseases (e.g. AIDS) cannot be excluded from schools. Secondly the principle also stands behind children who have committed serious offenses, so they're not suspended from school long-term. Friend, Marilyn. Special education: contemporary perspectives for school professionals. 3rd ed. Allyn & Bacon, Inc., 2011.

Related Research Articles

Special education is the practice of educating students in a way that addresses their individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community which may not be available if the student were only given access to a typical classroom education.

No Child Left Behind Act former United States Law

The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act; it included Title I provisions applying to disadvantaged students. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. The Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade levels.

The Individualized Education Program, often called the IEP, is a document under United States law that is developed for each public school child in the U.S. who needs special education. The IEP is created through a team effort, reviewed periodically. In the United States, this program is known as an Individualized Education Program (IEP).

Mainstreaming (education)

Mainstreaming, in the context of education, is the practice of placing students with special education services in a general education classroom during specific time periods based on their skills. To clarify, this means students who are a part of the special education classroom will join the regular education classroom at certain times which are fitting for the special education student. These students may attend art or physical education in the regular education classrooms. Sometimes these students will attend math and science in a self-contained special education classroom, but attend English in a general education classroom. Schools that practice mainstreaming believe that students with special needs who cannot function in a general education classroom to a certain extent belong in the special education environment.

This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This page contains terms starting with G – L. Select a letter from the table of contents to find terms on other pages.

Education for All Handicapped Children Act

The Education for All Handicapped Children Act was enacted by the United States Congress in 1975. This act required all public schools accepting federal funds to provide equal access to education and one free meal a day for children with physical and mental disabilities. Public schools were required to evaluate children with disabilities and create an educational plan with parent input that would emulate as closely as possible the educational experience of non-disabled students. The act was an amendment to Part B of the Education of the Handicapped Act enacted in 1966.

Inclusion in education refers to a model wherein special needs students spend most or all of their time with non-special needs students. It arise in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have said mixed experience for them to be more successful in social interactions leading to further success in life. Inclusion rejects but still provides the use of special schools or classrooms to separate students with disabilities from students without disabilities. Schools with inclusive classrooms do not believe in separate classrooms. They do not have their own separate world so they have to learn how to operate with students while being less focused on by teachers due to a higher student to teacher ratio.

Special education programs in the United States did not always exist. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". This exclusion would be the basis of education for all individuals with special needs for years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a public education applies to all individuals regardless of race, gender, or disability. Finally, special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Handicapped Children Act (EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law 94-142) was enacted by the United States Congress in 1975, in response to discriminatory treatment by public educational agencies against students with disabilities." The EAHCA was later modified to strengthen protections to students with disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA requires states to provide special education and related services consistent with federal standards as a condition of receiving federal funds.

Free Appropriate Public Education (FAPE) is an educational right of all students in the United States that is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA). Under Section 504 of the Rehabilitation Act, FAPE is defined as, "...the provision of regular or special education and related aids and services that are designed to meet individual needs of handicapped persons as adequately as the needs of nonhandicapped persons are met and are based on adherence to procedures that satisfy the requirements of" the section. Under the IDEA, FAPE is defined as an educational program that is individualized to a specific child, that meets that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. The United States Department of Education issues regulations that define and govern the provision of FAPE.

In the U.S. the Individuals with Disabilities Education Act (IDEA) is a special education law that mandates regulation for students with disabilities to protect their rights as students and the rights of their parents. the IDEA requires that all students receive a Free and Appropriate Public Education (FAPE), and that these students should be educated in the least restrictive environment (LRE). The least restrictive environment states that students with disabilities should be educated with students without disabilities to the maximum appropriate extent. If a student requires supplementary aids and services necessary to achieve educational goals while being placed in a classroom with students without disabilities, they should be provided as needed.

Adapted physical education is the art and science of developing, implementing, and monitoring a carefully designed [physical education].Instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness. Principles and Methods of Adapted Physical Education and Recreation.Adapted physical education generally refers to school-based programs for students ages 3–21.

The Post Secondary Transition For High School Students with Disabilities refers to the ordinance that every public school district in the United States must provide all students with disabilities ages 3 through 21 with an individualized and free appropriate public education in the least restrictive environment. President Gerald R. Ford established this right when in 1975 he signed. Parents of children with disabilities and other advocates hailed EAHCA as the “education civil rights act” for their children.

IDEA 2004

The Individuals with Disabilities Education Improvement Act of 2004 is a United States law that mandates equity, accountability and excellence in education for children with disabilities. There are approximately 6.7 million children and youth with disabilities in public schools across the United States. Signed into law by President George W. Bush on December 3, 2004. It became effective July 1, 2005 with the exception of elements relating to the "highly qualified teacher". It authorizes formula grants to states, as well as discretionary grants for research, technology, and training. The latest revision of IDEA became effective in October 2006.

Special educational needs (SEN), also known as special educational needs and disabilities (SEND) in the United Kingdom refers to the education of children with disabilities.

Office of Special Education Programs

Originally created as the Bureau of the Education of the Handicapped, the Office of Special Education Programs (OSEP) is part of the U.S. Department of Education. OSEP provides leadership and support for professionals working with children with disabilities. Another critical role of OSEP is to protect the educational rights of children with disabilities from age three through twenty-one. OSEP is supervised by the Office of the Deputy Secretary of Education through the Office of Special Education and Rehabilitative Services (OSERS).

Board of Education of the Hendrick Hudson Central School District v. Rowley, 458 U.S. 176 (1982), is a United States Supreme Court case concerning the interpretation of the Education for All Handicapped Children Act of 1975. Amy Rowley was a deaf student, whose school refused to provide a sign language interpreter. Her parents filed suit contending violation of the Education for All Handicapped Children Act of 1975. In a 6-3 decision authored by Justice Rehnquist, the Court held that public schools are not required by law to provide sign language interpreters to deaf students who are otherwise receiving an equal and adequate education.

Edwin W. Martin Jr.

Edwin W. Martin Jr. is a policymaker in the area of education for people with disabilities. He served as congressional committee staff and in the Johnson, Nixon, Ford and Carter administrations. He was instrumental in drafting the Education of All Handicapped Children Act (1975). When the Department of Education was created in 1979–1980, Martin served as the first Assistant Secretary of Education for Special Education and Rehabilitative Services.

Fry v. Napoleon Community Schools, 580 U.S. ___ (2017), is a United States Supreme Court case in which the Court held that the Handicapped Children's Protection Act of 1986 does not command exhaustion of state-level administrative remedies codified in the Individuals with Disabilities Education Act (IDEA) when the gravamen of the plaintiff's lawsuit is not related to the denial of free appropriate public education (FAPE).

Endrew F. v. Douglas County School Dist. RE–1, 580 U.S. ___ (2017), was a case in which the United States Supreme Court held that, under the Individuals with Disabilities Education Act ("IDEA"), schools must provide students an education that is "reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances." In a unanimous opinion written by Chief Justice John Roberts, the Court vacated the judgment of the United States Court of Appeals for the Tenth Circuit and held that the proper standard under the IDEA "is markedly more demanding than the 'merely more than de minimis' test applied by the Tenth Circuit."

References

  1. ↑ Rosenfeld, S. James (February 8, 1989). "Role of Schools For Handicapped Children at Issue". Education Week. Retrieved 2009-03-25.
  2. 1 2 Sparapani, Ervin (2013). Differentiated Instruction: Content Area Applications and Other Considerations for Teaching in Grades 5-12 in the Twenty-First Century. Lanham, MD: University Press of America. p. 233. ISBN   9780761860846.
  3. ↑ Walsh, Jim; Kemerer, Frank; Maniotis, Laurie (2014). The Educator's Guide to Texas School Law: Eighth Edition. Austin, TX: University of Texas Press. p. 123. ISBN   9780292760837.
  4. 1 2 3 Reynolds, Cecil R.; Fletcher-Janzen, Elaine (2007). Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals, 3 Volume Set . Hoboken, NJ: John Wiley & Sons. p. 2183. ISBN   9780471678021.
  5. 1 2 Russo, Charles J. (2008). Encyclopedia of Education Law. Thousand Oaks, CA: SAGE. p. 916. ISBN   9781412940795.


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