1) Identify a turning point in the history of disability rights. Articulate how this turning point has directly influenced special education today.
Please answer the following question 100 words or more
1) Identify a turning point in the history of disability rights. Articulate how this turning point has directly influenced special education today.
2) While early detection and intervention is critical for young children with disabilities, we must be careful not to label children inappropriately in the school system. Evaluate the consequences of labeling a child.
Week 4
1) Articulate your thoughts on the importance of professional ethics for early childhood and special education educators. Support your thoughts with 2-3 scholarly resources.
2) After learning more about what GCU is all about by reading the GCU Doctrinal Statement and Christian Identity and Heritage, how do you think GCU’s Christian heritage makes the GCU academic experience different than at a non-faith-based university? What value will this difference add to your educational experience?
Week 5
1) Why is early detection of special needs during the early childhood years crucial for student success?
2) What is the role of parents/guardians as advocates for their children? As an early childhood special education advocate, what are some ways you can create partnerships to teach parents how to become advocates for their children?
Week 6
1) Alignment is an essential component of lesson planning. Explain what alignment means and why it is important for meeting the learning goals of all students.
2) What role does the paraeducator play in the child’s life? Illustrate how you, as a classroom teacher, will collaborate with a paraeducator to offer support for students with special needs.
By the 1960s, the civil rights movement began to take shape, and disability advocates saw the opportunity to join forces alongside other minority groups to demand equal treatment, equal access and equal opportunity for people with disabilities. The struggle for disability rights has followed a similar pattern to many other civil rights movements—challenging negative attitudes and stereotypes, rallying for political and institutional change, and lobbying for the self-determination of a minority community.
Disability rights activists mobilized on the local level demanding national initiatives to address the physical and social barriers facing the disability community. Parent advocates were at the forefront, demanding that their children be taken out of institutions and asylums, and placed into schools where their children could have the opportunity to engage in society just like children who were not disabled.
In the 1970s, disability rights activists lobbied Congress and marched on Washington to include civil rights language for people with disabilities into the 1972 Rehabilitation Act. In 1973, the Rehabilitation Act was passed, and for the first time in history, civil rights of people with disabilities were protected by law.
The Rehabilitation Act of 1973 (Section 504) provided equal opportunity for employment within the federal government and in federally funded programs, prohibiting discrimination on the basis of either physical or mental disability. Section 504 of the Rehabilitation Act also established the Architectural and Transportation Barriers Compliance Board, mandating equal access to public services (such as public housing and public transportation services) to people with disabilities, and the allocation of money for vocational training.
In 1975, the Education for All Handicapped Children Act was passed to guarantee equal access to public education for children with disabilities. This act of legislation specified that every child had a right to education, and mandated the full inclusion of children with disabilities in mainstream education classes, unless a satisfactory level of education could not be achieved due to the nature of the child’s disability.
The Education for All Handicapped Children Act was renamed in 1990 to the Individuals with Disabilities Education Act (IDEA), which further elaborated on the inclusion of children with disabilities into regular classes, but also focused on the rights of parents to be involved in the educational decisions affecting their children. IDEA required that an Individual Education Plan be designed with parental approval to meet the educational needs of a child with a disability.