Summative Assessment_ Federal Laws (Owens) (1)
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555
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Law
Date
Apr 3, 2024
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Pages
8
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1
Summative Assessment: Federal Laws
Dontia Owens
University of Phoenix
ADMIN/555: School Policy and Law for Principals
Krissy Brown
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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
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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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