1  How has history shaped the evolution of inclusive education?  What are the major components of IDEA 2004?  What are the five components of NCLB?  What future challenges influence the education of students with disabilities?

2  Historically, students with disabilities often were denied access to a free compulsory public education.  Legislation acts, such as The Education for All Handicapped Children Act (1975), made possible access to a free appropriate public education for all children regardless of their disability status.The Education for All Handicapped Children Act (1975)

3  Access to general education classrooms does not automatically result in an appropriate education for students with disabilities.  Some students are functionally excluded as they do not participate in the academic and social activities of the school.

4  Segregated settings were criticized as ineffective, stigmatizing, and resulted in low expectations for those students.  This led to mainstreaming students with mild disabilities into general education classrooms for part of the day.  At the same time, normalization and deinstitutionalization became the focus.

5  Normalization provided persons with disabilities with living and learning experiences that were as “normal” as possible.  Deinstitutionalization resulted in a decline in the number of persons living in large residential institutions and an increase in the number living with their families.

6  Concerns regarding mainstreaming:  Students with disabilities were not progressing adequately.  It omitted students with severe disabilities.  General education made few changes to accommodate students with disabilities.  Better collaboration between general and special educators was required.

7  Advocates for inclusion believe:  General education is a fundamental right of all students with disabilities.  The instruction of students with disabilities is the responsibility of every general educator.  General and special educators share the responsibility and accountability for educating students with disabilities.

8  Advocates for Inclusion believe:  Students with disabilities will be as much a part of the educational community of the school as are their peers without disabilities.  Collaboration between general and special educators ensures that students with disabilities will receive appropriate supports, ensuring adequate progress.

9  Brown v. Board of Education (1954) established the precedent concerning access to equal educational opportunities. Brown v. Board of Education (1954)  Today, most students with disabilities are educated in their neighborhood schools and in general education classrooms.

10  Legal principles that influenced special education law:  Due process  Equal protection  Zero reject  Free and appropriate public education  Least restrictive environment  Nondiscriminatory assessment

11  Free and appropriate public education (H1)  Nondiscriminatory assessment (E1)  Least restrictive environment (H2)  Individualized education programs (E2) Individualized education programs  Parent Participation (M1)  Procedural safeguards (H3)  Suspensions and expulsions (MRA)

12  Accountability for results  Expanded flexibility and local control of schools  Emphasis on teaching methods based on scientific research  Expanded options for parents, particularly those whose children attend low performing schools  Highly qualified teachers Highly qualified teachers

13  Strong accountability for results  States are required to ▪ develop clearly defined goals and then assess whether individual students and schools meet these targets ▪ disaggregate data for specific groups of students including students with disabilities. ▪ Exempt 1% of all students from the usual assessment; an additional 2% can be assessed through alternate means

14  Expanded options for parents  If a school does not meet state goals for two consecutive years, parents can transfer their children to a better performing school with transportation provided.  If a school does not meet state goals for three consecutive years, children are eligible for supplemental activities.

15  How best to assess adequate yearly progress of students with disabilities.  How to build and sustain a highly qualified workforce.  How to address the evolving roles of teachers in changing educational delivery systems.