Students Educational Pathway with Disabilities

Overview of Issue:

Supreme Court case Endrew F. V. Douglas County School District went into extensive detail during spring of 2017 regarding strong priority for educational aid for special need students. Roughly 6.7 million students are currently living with a disability. As a result to this case the Supreme Court stated that all school directors must have the ability to reach IDEA standards. IDEA stands for Individuals with Disabilities Education Act. Each school st provide every student a unique path for their education.

This path will enable their growth and have the ability to aid them to be the best they can possibly be.

This plan with be completely written out in detail in each students Individualized Education Program “IEP” plan. As the Supreme Court specified in their final ruling this was a requirement for each students plan. Since this ruling many meanful crustrutional changes have been added to pre existing rules and regulations. These changes applied to the students who are disabled however still have the ability to remain in general education classes.

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This has been an adaptation to allow these students to be in these classes however follow the strict regulations.

However these improvements are only being completed in only half of the participating states. From determination from the United States Department of Education most school are not up to the standards and have been uncomplaintant for up to two whole years. With this noncompliance, results seen from the students show the necessity for their cooperation. After many testing it showed that more and more students are showing signs of failure.

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With a test conducted from the National Assessment of Educational Progress on children with disabilities, they found 8 percent of students in the 8th grade met the standards for the topics of math and reading. Another test on seniors in high school found that only 12 percent met the standards for reading and only 6 percent met standards for math. From their findings they conclude that these numbers are unacceptable knowing that a majority of disabilities are fully apparent by the 4th grade and they have found issues all the way up until the 12th grade.

Necessary Prior Question: What should Mira Costa be doing? What Matters? Who’s doing the doing?

Define the Problem: Mira Costa is lacking in process and ability to prepare students with special needs during school and outside of school.

Testing for Disabilities

Testing for students should be given if it is a result of stable pre-referral interference. Many schools may offer pre-referral service but often sought after a response-to-intervention plan. They do this in order to keep the student in general classes. However many of these services are constricted to a narrow section. These narrow sections consist of unqualified teacher training, and or the lack of ability to bring in reading coaches, social workers and attendance officers. Parents also have voiced concerns of being unheard and overwhelmed by obstacles.

“After numerous re-approvals of IDEA, I believe that we have the right to be fully informed about what are the legal rights for my child in regards to her progress and educational track.”

(Ms. Troger, Manhattan Beach, with daughter to currently attends Mira Costa as a Freshman)

Ms. Troger also stated that parents including herself would also like to have more information to how their child’s growth and development. Also a clear line of communication between parents and teacher to state concerns openly.

Protection of Parties Involved (Parents & Students)

Members of a student’s IEP are to often mislead parents with information regarding their rights. They also stated that many meeting are held at unsuitable dates for both the parent and or the student. IEP members also are found to have a difficult time to show the parents accurate and up to date data during the meetings. Many members strongly discourage and amplify disadvantages of other outsourced programs.

Placement of Students

A few factors determine where a student is placed and this determination is generally done by a principal. They factor in what type of placement is needed (Pull-out programs, Partial-inclusion, or Full-inclusion). Each principals knowledge of each of these programs is varied based on school, number of spots in each class open, and even on their own preferences. Class size is one strong determiner to where the special education student is placed.

“We try to maintain a constant number of student’s anywhere between 15-30 kids per-class. Within those kids we attempt to create a spread of diversity. We do inform our teachers when there are children with learning disabilities. I try to help aid the advocacy for students whenever I can.” (Deborah Hoffrider, Vice Principal at Mira Costa High School)

Another example of a determiner would be the other students who are non-disabled performance. When making this decision the adaptivity of having a student with disabilities for the teacher are not greatly taken under consideration.

Affiliated Assistance Mandated from IEP

Although explicit plans are discussed and written down within the actual IEP they are not always carried out. A variety of schools do not hold up to date documentation on the student. They could be missing anything from a successful day or in school counselling sessions. This would be separate from the mandatory state tests on academics.

Special education teachers as well as general education teachers both are mandated to take authority to aid the student to gain the best education he or she is able to have while in their care.

Scope and Degree:

Inputs:

  • The National Assessment of Educational Progress found that some of the changes made were the same to what their district’s official educational policy is already.
  • They also stated that many meeting are held at unsuitable dates for both the parent and or the student. IEP members also are found to have a difficult time to show the parents accurate and up to date data during the meetings. Many members strongly discourage and amplify disadvantages of other outsourced programs.
  • The Office for Civil Rights ask for a report to be written discussing different non compliance specifically regarding children with special needs.
  • There are a lot of missing Information on a variety of students.

Outputs:

  • There was a significant difference from the implementation to what pre existing policy is.
  • Frustrated parents, being left even more confused than when they walked into the meeting. This creates a roadblock for allowing collaboration.
  • They found that more parents felt disrespected and un-regarded by their child’s educators.
  • This will lead to poor results as it comes to the students progress on their path to their best selves.

Who Decides and On What Basis?

As seen in the Codes from the Manhattan Beach Districts Board Policies the superintendent, currently Mike Mathews or the appointed following may request teachers to Commissions on Teacher Credentialing to issue a special education teaching permit. However the Superintendent is compleatling these actions after reviewing the official state educational code for California. Working along with the California Advisory Commission on Special Education (ACSE).

Any teacher assigned to serve students with disabilities shall possess an appropriate credential or other authorization issued by the Commission on Teacher Credentialing (CTC) that specifically authorizes him/her to teach students with the primary disability within the program placement recommended in the students’ individualized education program (IEP). (5 CCR 80046.1-80048.9.4)

The district may employ a person with an appropriate district intern credential to provide classroom instruction to students with disabilities, provided he/she has met the subject matter requirement specified in Education Code 44325 and receives guidance, supervision, and professional development through an established district intern program. (Education Code 44325, 44326, 44830.3)

The Superintendent or designee shall provide ongoing professional development as needed to assist special education staff in updating and improving their knowledge and skills.

Whenever a candidate for a clear education specialist credential is employed by the district, the Superintendent or designee shall, within 60 days of employment, collaborate with the candidate and, as applicable, with the college or university to develop an individualized induction plan including supported induction and job-related course of advanced preparation. (5 CCR 80048.8.1)

Internal and External Causes:

Internal: The current standing politics that stand within the group of affected people. To find out what can be improved and analyze what should be added or subtracted to the new process. This would also need to be done in a fair and equal way so that everyone’s voice is heard and not one group is overpowering someone else.

External: The process to which it is being implemented can be shifted towards a direction that will be more suitable to be more compatible for a variety of schools. There may be a disconnect within the higher ranking role models within their school district which could allow for turmoil at the lower levels of staff and other educators.

Causes:

With or without the skills seen in the chart this will determine how, how much, when, and where they need help within this student’s academic pathway. This chart shows the importance of each skill and shows it in order compared to the other traits the student may have.

Solution:

Opportunity Cost:

Low Benefit, High Cost: They have the ability to forget the creative side to different ways of learning.

High Benefit, High Cost: Many curriculum will be high in cost, however the outcomes from this new curriculum will produce in higher results on tests and student welfare.Resulting in this high cost there would be limited supply which may cause issues later down the time as it is further developed

Low Benefit, Low Cost: The low benefit would probably be abandoned by the implied approaches in regards to the curriculum.

High Benefit-Low Cost: This curriculum will result in an increase of very beneficial outcomes such as a greater relationship within the community. These actions can be seen by others and would create a greater overall image for the class, school and large scale, the city. Politically then would have a larger more positive impact within the schools politics and within the communities politics.

Works Cited

  • Yell, Mitchell L., et al. “The No Child Left behind Act, Adequate Yearly Progress, and Students with Disabilities.” TEACHING Exceptional Children, vol. 38, no. 4, 2006, pp. 32–39., doi:10.1177/004005990603800405.
  • (Ms. Troger, Manhattan Beach, with daughter to currently attends Mira Costa as a Freshman)
  • Alter, Mark, et al. “Ways Schools Fail Special Education Students.” Education Week, Editorial Project in Education, 27 June 2018, www.edweek.org/ew/articles/2018/02/15/four-ways-schools-fail-special-education-students.html.
  • Traverso, Matt. “Advisory Commission on Special Education (ACSE).” Definition of MTSS – Multi-Tiered System of Supports (CA Dept of Education), 0 Jan. 2018, www.cde.ca.gov/sp/se/as/acse.asp.
  • Unified School District, Manhattan Beach. “Special Education Staff.” GAMUT Online : Fairfield-Suisun USD : Student Wellness BP 5030, Apr. 2016, www.gamutonline.net/district/manhattanbeach/DisplayPolicy/662025/.
  • (Deborah Hoffrider, Vice Principal at Mira Costa High School)
  • Clement, Laurence. “Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom.” ASMscience, American Society of Microbiology, 2 Dec. 2016, www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v17i3.1077.

Cite this page

Students Educational Pathway with Disabilities. (2021, Sep 20). Retrieved from https://studymoose.com/students-educational-pathway-with-disabilities-essay

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