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Diversity & Inclusion

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Diversity & Inclusion Task 1 IDEA

PL 94-142 of 1975 was the first piece of legislation mandating appropriate and free education for students with disabilities. “Federal legislation, such as PL 94-142, served as a tool for the government to provide improved and equalized learning opportunities for all students and to bring qualified people into special education” ( Kirk, Gallagher, & Anastasia, 2000, 71). There are six key components under this act.
Zero Reject The first component states that all children, regardless of ability, are guaranteed a free and appropriate public education. This stands for FAPE. This requires schools to serve children ages 3-21. A child may not be excluded from a school district just because the district feels that they are too disabled to learn. This is at no cost to the parents. Zero Reject includes providing classroom instruction or providing transportation for the disabled child.
Nondiscriminatory Identification and Evaluation The second component has two purposes. The first one is to actually determine if the student has a disability and the second is to be able to determine whether the student requires special education and to what extent. The evaluation test given to the student must be administered in the child’s primary language. It must be given by a qualified person and molded to fit the specific needs of the child. Therefore, it cannot just be an IQ test.
Individualized Education Program An IEP should be written for every student with an identified disability. An IEP team consists of the professionals, parents, and the child. This team meets annually to up-date or develop the IEP for the student. The IEP must include the levels of educational performances, measurable goals and short-term objectives, and evaluation procedures. It must also state the modifications in the general education class.
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