Special Education Today

23 August 2010

Big Changes to §504: Do They Affect Special Education – Part II

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In the previous post in this series, we discussed the buzz during my summer rock tour on special education law concerning the changes to §504 and the ADA. The big question seems to be how the changes will affect the education of children with disabilities.

Congress was very upset with two lines of court decisions stemming from two opinions by the U. S. Supreme Court. One line of cases began with Sutton v. United Airlines 527 US 471, 30 IDELR 681 (1999). There the Supremes ruled that in determining eligibility for employees with disabilities who have used mitigating measures, such as medication or contact lenses, the disability must be measured by taking the mitigating measures into account. (Under §504 and ADA to be eligible, a person must have a disability that substantially affects a major life activity.)

Another involved cases following the decision in Toyota Manufacturing v. Williams 534 U.S. 184, 102 LRP 6137 (2002). In that case, the Court held that people who have impairments that substantially limit a life activity are not protected where the limitation is one that would substantially affect the lives of most people. The Supremes ruled that this would not be a major life activity.

It was in reaction to these changes that Congress changed the laws. More on the changes in the next post in this series.

18 March 2010

How Does Obama’s Blueprint for NCLB Affect Kids with Disabilities?

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The Obama Administration has released its blueprint for reauthorization of the Elementary and Secondary Education Act, better known as No Child left Behind. It is important to remember that this is just the start. Congress gets to beat the proposal like a pinata and then the President must sign it before it becomes law. Here is a Washington Post article on the President's education plan. This link will give you the entire 45 page blueprint if you'd like to read it yourself.

The proposal has a number of provisions that directly affect students with disabilities. The blueprint calls for more inclusion, that is a goal of educating as many children with disabilities in the general ed classroom as possible. The plan also calls for more accurate tests for special ed kids. Here is a summary of the blueprint by the Disability Scoop blog.

The influential Council for Exceptional Children has praised the inclusion aspects of the plan, but they criticize the lack of details. Here is their position.

So what do you think of the blueprint? I know we still have a way to go, but be ready to contact your congressional reps after you contemplate which tweaks we should make to NCLB.






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4 March 2010

Should Private Schools Be Covered by the New Seclusion & Restraint Law?

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The Council For American Private Education, an umbrella group representing a large percentage of private schools in the United States, has written a letter to Congress asking that private schools be exempted from HR 4247, the new Preventing Harmful Restraint and Seclusion in Schools Act.In response, the group called the Alliance to Prevent Restraint and Aversive Intervention and Seclusion, an umbrella group of groups that advocate for parents and children with disabilities, issued their own letter to Congress opposing the CAPE letter. Here is an analysis of the controversy by the Disability Scoop blog.

We have run a number of posts about this issue. I believe that seclusion and restraints is the hot button issue of special education law for the current decade. For example, this is a prior post from this blog with a number of links to resources about the current house bill.

The Senate has not yet taken up this bill. Of course the Senate was recently held hostage by the Senator from Kentucky. (This dates me, but I remember Jim Bunning as a pitcher in the major leagues. It is unfortunate that he will now be remembered as the great enemy of the unemployed rather than the Hall of Fame hurler that impressed so many of us. ) In any event, the Senate is currently tied in knots on other issues. It may be a while before education issues surface there.

But in addition to the pending bipartisan House bill, a larger issue is whether IDEA reauthorization should deal more with behavior issues. IDEA currently only requires positive behavior supports after a proposed disciplinary change of placement is blocked by a finding that a manifestation of the child's disability. There is also a more general and somewhat vague section in the IEP development section that requires the IEP team to consider appropriate strategies if the student's behaviors impede the learning of the student or others. For citations, etc, see this previous post.

Many people think that these provisions need to be beefed up. What do you think?


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