1. Overview of Secondary Special Education
EDUC 4580/MEDUC 6580

2. Six Values to Guide Teaching
Envisioning Great Expectations
Enhancing Positive Contributions
Building on Strengths
Acting on Choices
Expanding Relationships
Ensuring Full Citizenship

3. History of Discrimination
Cases Prior to IDEA that Prohibited Discrimination
Separate Is Not Equal Brown v. Board of Education (1954)
Free Appropriate Public Education Pennsylvania Association for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania (1972) Applied to students with mental retardation; FAPE, LRE, periodic review, procedural due process Mills v. Washington, DC, Board of Education (1972) Extended PARC to all students with disabilities. Honig v. Doe (1988) Students with disabilities cannot be excluded for disability-related behaviors from school. Timothy W. v. Rochester School District (1989) FAPE must be provided to all children with disabilities.
Nondiscriminatory Assessment Diana v. State Board of Education(1970) Assessment must be in the student’s native language. Larry P. v. Riles (1981) IQ tests cannot be used as sole basis for placement into special education.

4. IDEA Categories Specific learning disabilities Emotional disturbance
Mental retardation
Autism
Other health impairments
Orthopedic impairments
Traumatic brain injury
Speech or language impairments
Hearing impairments, including deafness
Visual impairments, including blindness
Deaf-blindness
Multiple disabilities
Developmental delays (for children aged 3-9)

5. Individuals with Disabilities Education Act (IDEA)
Originally Called - Education of All Handicapped Students Act of 1975 (PL )
Six Principles of IDEA (PL )
Least restrictive environment
Appropriate education
Procedural due process
Parent and student participation
Nondiscriminatory evaluation
Zero reject
Five Provisions of IDEA
IEP
LRE
Nondiscriminatory testing
Confidentiality

6. Components of an IEP
A statement of the child’s present levels of performance.
A statement of measurable annual goals, including benchmarks or short-term objectives.
A statement of the special education and related services and supplementary aids and services to be provided to the child.
An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class or other school-related settings.
A statement of any individual modifications in the administration of State or district-wide assessments of student achievement.
A projected date for the beginning of the services and modifications.
A statement of how the child’s progress will be measured and how the parents will be informed.
Beginning at age 14 (or younger if appropriate) a statement of the transitions services needed.

7. Cascade of Services Level I - general education classroom
Level II - general education plus supplemental services
Level III - part-time special class
Level IV - full-time special class
Level V - special stations
Level VI - homebound
Level VII - hospital/in-patient programs

8. Other Federal Laws Entitlements and Services Rehabilitation Act – 1973
Section 503 –affirmative action plans to recruit, train, and hire individuals with disabilities, and provide reasonable accommodations to individuals with disabilities
Section 504 – equal access to programs, jobs, and housing
Technology-Related Assistance to Individuals with Disabilities Act (Tech Act) – 1988
Prohibition of Discrimination
Section 504 of the Rehabilitation Act – 1975
Americans with Disabilities Act (ADA) – 1990 – expands Rehabilitation Act of 1973 to include all public and private employers, services, and facilities.

9. Factors Undermining the Success of Secondary Special Education
Limited recognition of the need for services at this level.
The inflexible structure of regular secondary education
Curricular emphasis of regular secondary education.
Inadequate teacher preparation.
Lack of theoretical and empirical support Lack of appropriate materials

10. Goals of Secondary Special Education (Deshler, Schumaker, & Lenz, 1984)
To be placed in the least restrictive environment.
To earn a high school diploma, for which they may have to pass minimum competency exams.
To develop independent learning skills that will enable them to acquire information in new environments
To demonstrate social competence so that they will be able to function in employment and other community settings
To prepare for a career.