Please watch this video and the following video regarding an important update:
**Pertinent Update**
Key points in this module
The three laws discussed all relate to IDEA, but all have different purposes.
No Child Left Behind provides funding to states that meet its requirements (e.g., sanctioning schools that do not meet AYP, examining test scores of subgroups to determine whether schools make AYP, requiring highly qualified teachers). NCLB has had significant impact on special education, but has a fundamentally purpose from IDEA.
Section 504 of the Rehabilitation Act, which has many guidelines for educating students with disabilities in public schools, is probably most closely linked to IDEA, but it has a much broader civil rights orientation than IDEA.
The Americans with Disabilities Act has the least overlap with special education and IDEA. It broadens the scope of Section 504, but because education of students with disabilities in public schools was already covered under Section 504, the ADA does not add significant implications for special education beyond 504.
Objectives
By end of the module you will:
Demonstrate an understanding of primary tenets and implications of laws that contextualize special education practice in the United States (i.e., Section 504, ADA, and ESEA/ NCLB)
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 by practicing 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. In this module we will hold a required synchronous session at the date and time listed below.
Applied Special Education Law Project Part 2: Identify 2 Possible Topics Due: Sunday, 9/29
Students will identify 2 potential topics/issues to be addressed in your final project (e.g., LRE, FAPE, procedural safeguards). Each of the topics/issues will be clearly identified and described. Your descriptions should include an overview of the general topic/issue, the specific aspects of the topic/issue you are considering exploring, and why this is an area of interest for you. Should take no more than two pages total.
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.
Quiz
Module 2 Quiz Due: Sunday, 10/6 This is an open-book, open-resource quiz that you are required to take after completing the assigned readings, videos and tasks in Module 2. The quiz will be emailed to you near the beginning of the module.
