Title
Being well versed in special education laws and guidelines related to the Individuals with Disabilities Education Act (IDEA) is essential for a school leader. It is imperative that students with disabilities receive an appropriate education and that all teachers adhere to each childs Individual Education Program (IEP) and behavioral plans.
Part 1: Case Analysis
Using the Case Analysis Template, with your group, address each step of the decisionmaking model to render a decision for Case 38.
CLC Case 38 Analysis Template
Part 1: Case Analysis
1. Brief summary of the case:
2. Identify the issues to be resolved:
3. Stakeholders involved in the issues:
4. Background information on requirements of the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973 as they relate to free and appropriate public education:
5. Additional information needed to make decisions:
6. Community resources (5-8) that can be used by school personnel and families in meeting the needs of students with exceptionalities:
7. Possible solutions to the issues:
8. One solution recommended by the CLC for students with
exceptionalities:
References:
Read IEP vs 504, located on the School Psychologist Files website.
URL:
http://schoolpsychologistfiles.com/which-is-better-a-504-plan-or-an-iep/
Read Understanding 504 Plans, located on the Understood website.
URL:
https://www.understood.org/en/school-learning/special-services/504-plan/understanding-504-plans
Read What Is and Isnt Covered Under FAPE, by Lee, located on the Understood website.
URL:
https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/what-is-and-isnt-covered-under-fape
Review the IDEA website.
URL:
Read 10 Ways to be an Effective Advocate for Your Child, located on the Understood website.
URL:
Read “Knowing Your Child’s Rights,” located on the LD Online website.
URL:
http://www.ldonline.org/article/8023/
Case Study 38:
Miguel Hernandez moved to Dover with his parents. He was on the high school football team. Miguel was the most talented quarterback in the state. He was the starting quarterback as a sophomore. On the evening of a game, the stadium was filled to capacity. Near the end of the fourth quarter, Nottingham was behind 21 to 17. On a third down, Miguel passed the football to a wide receiver, who scored a touchdown. As the ball left Miguels hand, a defensive lineman tackled him to the ground. Miguel lay motionless. He was transported to the hospital where doctors determined that he had a spinal injury that left him paralyzed from the waist down. He was unable to walk and had months of rehabilitation but kept up with his studies. When doctors agreed that he was ready to return to Nottingham High, Mr. and Mrs. Hernandez made an appointment with the high school councilor Ms. Gusman. Mrs. Hernandez told Ms. Gusman that Miguel would be returning to school in a wheelchair, and would be needing wheelchair accessible classrooms. Ms. Gusman assured Mr. and Mrs. Hernandez that everything would be just fine for him to return to his normal courses. Two weeks later, Miguel returned to school. During first-period, there was an assembly in his honor. Following the assembly, Ms. Gusman requested a meeting with Miguel. She informed him that his schedule had been changed, and he would no longer be enrolled in biology because the classroom was not wheelchair accessible. Instead, Miguel would be enrolled in another science class that would satisfy his science requirement for graduation but would not qualify him for a college preparatory class. The following day, Mrs. Hernandez contacted the principals office to schedule an appointment. The administrative assistant mentioned that she seemed upset. At the meeting, Mrs. Hernandez asked why Miguel had been denied access to his biology class and why she and her husband had not been informed. She demanded Miguel be reinstated immediately in the biology class. She said that Miguel planned on attending college following graduation and that he needed to remain in biology because it was a required course for a university that Miguel wanted to attend. Before the meeting with Mrs. Hernandez ended, Mr. Hernandez arrived with an attorney, Howard Kerri. He asked if they were aware of Section 504 of the Rehabilitation Act of 1973 and if they understand the implications of denying his client access to a classroom. His client has the right to a free and appropriate public education. He needs specific services, and these include access to the biology class and anything else we deem necessary to ensure that Miguels rights are protected.
Part 2: Rationale
With your group, support the case analysis with a 750-word rationale explaining the decisions you made and how those decisions:
Support the schools vision and missionand safeguard the values of democracy, equity, and diversity.
Promote social justice and ensure that individual student needs inform all aspects of schooling.
Promote collaboration, trust, learning, and high expectations.
Cite the case and any other source documents as appropriate.
Part 3: Professional Development
Create a 1012 slide digitalpresentation for school faculty and staff on the requirements of IDEA and Section 504 of the Rehabilitation Act of 1973 as they relate to free and appropriate public education.
Use your case study analysis as an example within your presentation. Include a title slide, reference slide, and presenters notes.
Cite the case as appropriate and include 23 additional resources to support your findings.
APA style format is required for this assignment, and intext citations and references should be presented using documentation guidelines. Week 4 Rubric for Case 38
(10) Analysis skillfully and convincingly summarizes the case, identifies the issues to be resolved, and identifies the stakeholders involved in the issues.
(10) Proficiently explains background information on IDEA and 504 requirements and additional information needed to make decisions. Provides 5-8 ideal community resources for supporting students and families with their exceptional student.
(10) Identifies exceptional possible solutions to the issues and insightfully selects the ideal solution.
(20) Rationale compellingly explains how the proposed solution supports the schools vision and mission while safeguarding the values of democracy, equity, and diversity within the school; skillfully promotes social justice and ensures that individual student needs inform all aspects of schooling; and promotes collaboration, trust, learning, and high expectations.
(20) Presentation content includes a comprehensive overview of the requirements of the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973 as they relate to free and appropriate public education.
(10) Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
(5) The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
(5) The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
(5) Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
(5) Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
