Watch this video for an introduction to the module from the instructor.
Key points in this module
The Individuals with Disabilities Education Act (IDEA) contains a number of specific elements that are important to providing a free and appropriate public education (FAPE) to students with disabilities. Chief among these elements are:
Provision of appropriate, valid assessments to determine eligibility for special education and to serve as the basis for an individualized education plan (IEP)
Delineation of a specific plan for an individualized, special education on an IEP
Placement in the least restrictive environment (LRE) appropriate for the individual student
Use of specific disciplinary procedures in certain circumstances
Each of these elements of IDEA is protected by procedural safeguards
These elements of IDEA overlap with one another, for instance
A student’s IEP is based in large part on evaluation assessments; and IEP teams determine and specify on the IEP each student’s placement (LRE) and behavioral plan (discipline)
A student’s placement (LRE) can be affected by disciplinary procedures and is informed by assessment data
Assessment data (e.g., functional behavioral analysis) inform behavior intervention plans, which are an important element of disciplinary procedures
Objectives
By end of the module you will:
Demonstrate an understanding of each of these specific elements of IDEA, the role each element plays in providing FAPE, and how the elements interact and overlap with one another
Assessment and Evaluation
Individual Education Program (IEP)
Least Restrictive Environment (LRE)
Disciplinary Procedures
Lessons
In order to successfully complete this module, you will need to thoroughly review the resources in the following lessons. Each lesson covers one of the module’s topics. After reviewing the lesson resources, be sure to test your knowledge and practice with the flashcards.
Please log into Collaborate at least 15 minutes before the class to ensure you are on time for the session and have your audio settings functioning properly. Use this Collaborate tutorialfor assistance.
Applied Special Education Law Project Part 4: Presentation Preview Due: Sunday, 11/17
A big portion of your project is presenting it to your selected target audience and collecting evaluation data. You must conduct your presentation and receive evaluation feedback from your audience prior to completing your final write-up, so plan accordingly. For this assignment, you will submit finished (draft) presentation slides and any other materials for instructor review. Content on all presentation slides and/or materials should be accurate and succinctly presented. If using presentation slides, you should include a slide allowing for a question and answer period. Slides and materials should look professional, follow good formatting principles and guidelines, and be appropriate for the target audience (use appropriate language and images).
Support materials can be accessed in the Resources folder or from these links:
You are required to select and read one piece of case law from the cases provided in the lessons for this module then review it in a 2-4 page paper. The case review needs to communicate the general issue and essential facts of the case, the lower court decision, the appeal issue, the ruling and scope, the rationale, dissenting opinion(s), and the implications of the ruling. See the Case Analysis Rubric for specific criteria and grading guidelines. Case Analyses should be submitted in the Assignments tool. For help on how to read a legal case, refer to this “How to Read a Legal Opinion ” guide, also located in Resources. This is an exemplary student case review that includes audio and textual comments on the features that make it exemplary. This exemplar is also located in Resources.
Applied Special Education Law Project Part 5: Final write up/Completed project Due: Sunday, 12/11
Students will plan, deliver, evaluate, and reflect on an applied project related to special education law. This can take a number of forms, such as providing training on an aspect of special education law for teachers in your school at a faculty meeting, meeting with a group of parents and informing them of their legal rights, preparing a handbook/resource guide for teachers/parents/others on special education law. Students are responsible for applying the APA Style rules covered in the Cheatsheet (under Resources in course Laulima site) for the write-up of their project. See rubric appended to syllabus for grading criteria.
Support materials can be accessed in the Resources folder or from these links:
Module 4 Quiz Due: Sunday, 12/8 This is an open-book, open-resource quiz that you are required to take after completing the assigned readings, videos and tasks in Module 4. The quiz will be emailed to you near the beginning of the module.
