Over the last few decades, more awareness about these disabilities has florist wrought our nation. Many advocates of their time have fought to educate these students in order to help them overcome their struggle. Over time we see the long protect the rights of the students and provide them with the restrictive environment settings in order to provide an equal but adequate education. Despite the fact services are an essential part of protecting a student with special needs rights; it cannot be at the cost of their education either.
Fifth student is able to complete the work at the same annual yearly progress as the general education population, proper services whether it be strive technology or a personal aide, must be provided to the student. The services not only help students’ with special needs successfully graduate school but it provides them a promising future. Graduating with the tools and knowledge needed to survive on their own, students are now becoming functioning members of our society. As the candidate for my interview, I chose Dry.
Gerard Corrosion, special education director of Jersey City Pubic School. He has instilled within him that compassion for working with these children and dedicated the last 30 years of his life to providing services for hose students in need. Therefore, he was the perfect advocate to answer the following interview questions. To begin this interview, The first question I asked was, “How has the legal system involved, as it applies to special-education over the past 20 years and how has that affected the legal framework for special- education today? Dry. Corrosion further explained ,”Len my opinion, this law was probably one of major changes in special- education law for children with disabilities providing entities from the federal government. “G. C. He went on to explain how the IDEA act that brought about he changed that we know today was once known as the education for all handicapped children act also known as AHA.
This act no longer focused specifically on the child’s condition that was geared towards protecting the rights and providing the services for the children, opening up new doors for children who may not have been physically handicapped but reached the needs of the cognitive the cognitively impaired as well. This law introduced the science behind the struggles students with specific cognitive learning disabilities go through. It was the bridge between gap that began all those cascades ago separating the child and the disorder.
In accordance with Dry. Corrosion, during the mid 1 sass through 1 975 state legislatures, the federal courts, and the U. S. Congress began developing educational rights for children with disabilities. Forty-five out of fifty states passed laws mandating, encouraging, and/or funding programs to benefit the special education population. In accordance with Federal courts, the Fourteenth Amendment, equal protection and due process, ruled that schools were no longer allowed to discriminate against a student based on the severity of their disability.
The away was no longer geared toward the disability, but on the child as mentioned in the interview. The IDEA act granted parents’ due process rights related to their children’s schooling to ensure they were provided with adequate services and an equal education. This lead to the bridge between the EH act being enhanced by Congress to the Individuals with Disabilities Education Act. This act now obtains detailed procedural protections regarding eligibility for special educational set-vices, parental rights, individualized education programs also known as Pipes.
It also mandates that all student be educated in he least restrictive environment they can thrive in. Also, it describes the necessity to provide related services as well as other modifications such assisted technology, curriculum modifications and different elements of the “In my opinion, this law was probably one of major changes in special- government. “G. C. He went on to explain how the act was once known as the education for all handicapped children act also known as AHA.
This act no longer focused specifically on the child’s condition that was geared towards protecting the rights and providing the services for the children, opening up ewe doors for children who may not have been physically handicapped but reached the needs of the cognitive the cognitively impaired as well. This was the first time the nation was faced with the fact that a child’s handicapped was no longer restricted to physical characteristics. This law introduced the science behind the struggles students with specific cognitive learning disabilities are equally challenged.
Secondly, I continued to interview by asking, “How does the legal framework differ for special needs students and regular red students in private and public schools? ” G. M. The IDEA act provided specific criteria all schools must meet ensuring all students are provided with the services necessary to meet their individual needs. The laws were set in place that provided schools with funding in order to ensure students specific needs were met whether it be through services or accommodations.
For example, each child with a learning disability is tested and observed by the child study team and provided an individualized education plan setting in place modifications. Although private schools were not always held to the same standard, they are now required to provide dents with disabilities the appropriate services if they accept them in their school. If not they must sent the student to a school that can meet the modifications and provide adequate services.
Public schools are required by law to give a free ,adequate education , if they fail to meet this law they can be sued where as the private school would be much harder to take to court because the parent chose to put their child in an academic program without services. In addition, the next question asked was, “Who monitors the implementation and evaluation of ‘Pep’s in private and public schools? ” Dry. Corrosion went on to explain that the local education adman agitators, state Department of Education works alongside with the school and child study team to monitor the PEP have the special needs child.
The PEP is required to be reviewed annually by the child study team and updated with current data from testing and parent input. Parents are an essential part of their child’s PEP preparation. They are required by law to be invited to every meeting regarding the PEP and encouraged to give feedback and suggestions on how they feel their child can benefit from having such services and modifications implemented in their education. Before then IDEA act was set in place, millions of children with disabilities were either refused enrollment or inadequately served by public schools.
This was truly the game changer when it came to protecting these students rights. It wasn’t until after the 1 990 amendments to the IDEA act that congress made schools responsibility that students with disabilities that require such services have access to assisted technology. The Supreme Court established the standard: when 1 . A service is necessary or the student will otherwise be barred from receiving an appropriate education and 2. The service can be provided by someone with less training than a physician, then the school must provide the services Assisted Technology.
Furthermore, the question that was of interest to me as well was, ” In your opinion, are there any elements of special-education law the need reinforcement? ” Anyone in my position I’m sure would agree that the special needs child could always use additional funding in order for enforce the law the fullest extent. Currently , with the increase have students with special needs comes more services and accommodations that need to be met. Therefore, in many circumstances current funds are not substantial. Unfortunately, parents are forced to go outside of the school district when frustrated with the lack of cooperation and input they receive when fighting for the rights of their child to ensure their educational needs are properly assessed and educational services are provided. Similarly, educators share the same frustration that comes with working in the financial budget allotted by the special education funding. When short staffed , not only do the special needs children suffer by not being provided with additional support services, UT the entire class as well as the educator struggles teaching concepts without one on one help assistance.
Funding is a problem that only grows with our population, there simply is not enough to provide services that will address the needs of parents, teachers and children. In my research found many advocates for students with disabilities were forced to continually seek separate funding for special education services whether it be through grants or other sources, simply because their was not enough money to meet the budget in order to provide adequate services meeting the Pipes criteria. In conclusion, Dry. Gerald Corrosion dedicated his life to serving the special needs population.
Not only did Corrosion bring in many outside programs to help enrich the needs of the special needs students, but he spent years making sure their rights were protected and all laws were enforced, particularly when he was a member of the child study team in the role of in the rule of the child psychologist many years ago. He is one of the many advocates that continue to fight for the awareness, every year displaying his efforts and his special presentation showing the growth of the students and how they progressed throughout the years. Dry.