Chapter 3 Statements Leader: Beth Franks Support Staff: Alyssa Harper Jason Henderson Stephanie Garcia

pp. 38-39: The first significant case about education was Brown v. the Board of Education (1954). This is really what started the ball rolling for people thinking they had the right to change things. Even though this case was about desegregation, it "laid the foundation for disability rights legislation." p.43: Mills vs. Board of Education of District of Columbia established that all children can and will attend school. People should have the right to an education. However, these students/parents should not waste an opportunity that they are given to achieve such education. p. 43: One of the arguments that school boards made against admitting all students with disabilities was that they did not have the funds or resources to accommodate them. The courts did not accept this argument and ruled that all children must be admitted and placed in an appropriate program. This was a big change at the time, but now we dont even think about it. Its just part of the school budget. pp. 43-44: The Rehabilitation Act of 1973 stated that any agency that accepted federal funding must provide equal opportunities to persons with disabilities. This applies to all agencies, including schools. Therefore, all children with disabilities must be admitted to school if that school received federal funds. This was a big victory because it ensures that all children can go to school without undue burden on parents. p. 45: I believe that the zero reject law is a great step in the right direction and allows students to receive the best education for them. p.46: Individualized Education Plans are a good concept. However, a lot of times the literature/goals of these documents often read the same as others. Regardless of the information, the IEP's do not take into account the student's effort. Herein lies where the IEP has any validity.

p. 46: The parent involvement is one of the most important things that a child can receive. This is also a check and balance to ensure that the child being taken care of. A parent knows their child's actions, routines, and things that may help or hinder their learning. p.46: This page shows the continuum for Least Restrictive Environment (LRE). It shows least restrictive as the regular classroom and goes down from there. I am still not convinced that the regular classroom is the LRE. I think some students would be more restricted in a general ed. classroom. I still think the continuum is a good model to follow. As a parent, I did not agree that my daughter be placed in a general ed. classroom in high school. It would not have served her well. p.50: The Americans with Disabilities Act allows for more students/adults to enroll in school and work. This does not, unfortunately, eliminate the often discrimination/bullying that occurs in these scenarios. Is the situation/opportunity created for these disabled people worth the environment that the person with disabilities is exposed to? pp. 50-51: There have been several cases such as Oberti v. the Board of Education (1993) which challenge the school district as to which services are the parents responsibility and which are the schools responsibility. These cases have helped to define what special education looks like in the local school. It persuades schools to offer more services to help children be successful. pp. 54-55: I loved the narrative from the parent's perspective. Again, teacher-parent communication can make all the difference in everyone's life who is involved.

p.58: I do think that there needs to be a bigger push for special education practicum in undergraduate programs. In undergrad I would have classmates say that it made them nervous to be in the CDC classrooms, but I believe that it was only the fact that they had no spent much time in that type of setting