Summative Assessment_ Federal Laws (Owens) (1)

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Apr 3, 2024

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1 Summative Assessment: Federal Laws Dontia Owens University of Phoenix ADMIN/555: School Policy and Law for Principals Krissy Brown
2 Part 1: Significant and Impact of Cases After the civil rights movement during the 1950s and 1960s, people of color began to fight for educational equality to force the education system to assess equity in child development. As a result, this led to conversations about the protection, inclusion, and rights of students who have disabilities in the public education system and how they too required protection, inclusion, and rights. In 1975, the federal government created the Education for All Handicapped Children Act which aimed to protect children with disabilities and their families through the creation of state and local adopted practices that catered to their individual needs. In addition, students with disabilities were guaranteed by school boards and by law, to provide special education services to any child with a disability regardless of the severity. In the case of Timothy W. v. Rochester, four-year-old disabled child Timothy was a disabled student with multiple disabilities. He was diagnosed with cerebral blindness, cerebral palsy, spastic quadriplegia, and developmental disabilities but was considered highly intellectual. In 1980, the school board of Rochester, New Hampshire gathered to determine whether Timothy would be eligible for special education services as stated under the Education for All Handicapped Children Act. After careful consideration, the school board of Rochester, New Hampshire ruled refused to provide special education services because they believed that his medical concerns were of the most importance. “ Rochester prevailed in the lower court, where a district court judge agreed that Timothy was not capable of benefitting from an education, and thus was not entitled to one under the provisions of what would come be known as the Individuals with Disabilities Education Act” (2014, December 4). The Rochester Board of Education refused special education services to Timothy despite the EAHCA stating that services be rendered to any student with disabilities regardless of the severity of their disability. After years of fighting for Timothy’s rights, his attorney filed a complaint with the state agency of education which demanded that the Rochester Board of Education place Timothy in an
3 education program that provided him with individual resources for academic success, but the board still refused. Timothy’s case appeared before the First Circuit Court of Appeal and is what launched the adoption of the “zero-reject” clause which gave “priority status” (2014, December 4) to students who were considered severely handicapped and banned the rejection of any student, regardless of educational needs, based on disability. This case gave all students with disabilities a free public education and the resources to become acclimated in their educational environments. In the Board of Education of Hendrick Hudson v. Rowley case, a hearing-impaired kindergarten student named Amy Rowley was to set to attend Furnace Woods School in Hedrick Hudson Central School District. Before the school year began, her parents and administrators held a meeting that resulted in Amy being placed into a regular kindergarten class. While Amy was hearing impaired, she was an exceptional lip reader. The administrators at Furnace Woods School attended a sign language interpretation course and had a teletype machine installed because her parents were deaf as well. While accommodations were made on behalf of the administrators in the school, they ultimately refused to provide Amy with an interpreter. As a result, Amy’s parents sued the school for violating the Education of All Handicapped Children Act of 1975. Although the act gives school administrators discretion in deciding accommodations for handicapped and disabled students, the Supreme Court ruled in favor of Amy Rowley in the court hearing. They argued that while Amy may have been a great student, she would have excelled even more academically, had she been allotted a sign language interpreter to help her better understand the lessons being taught. This case is significant to public education because it allowed students with disabilities to maximize their potential. The Irving Independent School District v. Tatro is a case involving a three-year-old by the name of Amber Tatro, who was born with spina bifida. From this disease, she gained a severe
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