Miranda Prince

Education 201
October 22, 2015
Special Schools

Public Law
Web Research
Public Law 94-142, when it was passed in 1975, it guaranteed a free appropriate

public education to every child with a disability. The law had a dramatic, positive
impact on millions of children with disabilities in every state and community
across the country.
Four purposes of Public Law 94-142
to assure that all children with disabilities have available to them a free
appropriate public education which emphasizes special education and related
services designed to meet their unique needs
to assure that the rights of children with disabilities and their parents are
protected
to assist States and localities to provide for the education of all children with
disabilities
to assess and assure the effectiveness of efforts to educate all children with
disabilities

I.D.E.A Individuals with Disabilities Act

Web Research
The Individuals with Disabilities Act (IDEA) is a four part (A-D) piece of American

legislation that ensures students with a disability are provided with Free Appropriate
Public Education (FAPE) that is tailored to their needs.
IDEA is composed of four parts, the main two being part A and part B.
Part A covers the general provisions to the law.
Part B covers assistance for education of all children with disabilities.
Part C covers infants and toddlers with disabilities which includes children from birth
to age three.
Part D is the national support programs administered at the federal level.
Each part of the law has remained largely the same since the original enactment in
1975.
IDEA is composed of six main elements that illuminate its main points; Individualized
Education Program (IEP), Free and Appropriate Pubic Education (FAPE), Least
Restrictive Environment (LRE), Appropriate Evaluation, Parent and Teacher
Participation, and Procedural Safegaurds.

I.E.P.
Web Research
In the United States an Individualized Education Program (IEP) is mandated by the

Individuals with Disabilities Education Act (IDEA).

An IEP defines the individualized objectives of a child who has been found with a
disability, as defined by federal regulations.
The IEP is intended to help children reach educational goals more easily than they
otherwise would.
IEP describes how the student learns, how the student best demonstrates that learning
and what teachers and service providers will do to help the student learn more effectively.
As long as the student qualifies for special education, the IEP is mandated to be regularly
maintained and updated to the point of high school graduation, or prior to the 21 st
birthday.
IEP is meant to ensure that students receive an appropriate placement, not only special
education classrooms or special schools.
It is meant to give the student a chance to participate in normal school culture and
academics as much as possible for that individual student.

CCSD School: John F. Miller

John F. Miller is a special education school, that serves the most

significantly disabled and medically fragile students in CCSD.

The school motto is: All Children Can Learn
The students ages range from 3-21 years old.
Students have multiple impairments: severe/profound mental
challenges and at least one additional category, health impairment,
orthopedic impairment, visual impairment, and/or traumatic brain
injury.
Students receive Speech/Language Therapy, Occupational Therapy,
Physical Therapy, and Health Services as determined by their IEP.
Students participate in Art, Music, and Adapted PE classes.
Instruction is aligned by the Common Core Standards and guided by
each students IEP.

CCSD School: Helen J. Stewart

Helen J. Stewart School embraces the vision that all students can develop the

skills necessary to become participating members of their communities.

Is a special education school serving students with secondary disabilities and
significant intellectual disabilities.
Students ages range from 6-22 years old.
Specialized instruction in daily living, functional academics, vocational,
communication, behavioral, and transitional needs. They also have
specialists for music, art, transition services, adaptive physical education,
speech therapists, a physical therapist and occupational therapist.
The school has an indoor swimming pool, cardio room, a barn, complete with
farm animals, sensory room, computer lab, daily living skills room, and a
greenhouse.
These facilities are used to enhance student learning and to develop life-long
skills and interests that can be used in the community in which they live.

CCSD School: Miley Achievement Center

Miley Achievement Center is a special school.
Students ages range from 3-21 years old.
The school believes in children and their ability to be successful in school,

community, and in life.

Placement in Miley is instrumented through the IEP.
The focus is to prepare students for lifes journey by providing them sound
academic program, social skill instruction, self-management and responsibility
training through the establishment of a strong foundation from which they can
build and establish their lives as contributing members of society.
Miley offers pre-school, elementary and secondary curriculum with CCSD
standards.
Standard curriculum encompasses the arts, music, technology, counseling,
foreign language, community service, vocational internships and college prep
classes.

CCSD School: Variety

Variety School provides a positive, individualized and

multifaceted program for students 6 through 21 years of age.
Students participate in a full academic and vocational program
which includes a motivational behavioral management system.
They strive to prepare students to participate in a democratic
society; compete successfully in the job market; be informed
decision makers; and become life learners.

CCSD School: Homebound

Homebound Instructional Services provides instruction to general and

special education students who are ill or injured and unable to attend
school.
Services are provided for a minimum of 15 consecutive school days as
determined by a qualified physician.
Homebound employs both full time and part time teachers and teachers
who are under contract to teach at a CCSD school during the day and
provide services to Homebound students after duty hours.
Teachers travel to the students residence and provide direct, one-on-one
instruction for elementary students and those with specialized
educational needs as determined through and IEP.
General education students, grades 6-12, receive direct instruction vis
Distance Education utilizing Saba-Centra (interactive computer),
independent study, and Compass Learning.

Least Restrictive Environment

In the United States the Individuals with Disabilities Act (IDEA), Least Restrictive

Environment (LRE) means that a student who has a disability should have the
opportunity to be educated with non-disabled peers, to the greatest extent appropriate.
They should have access to the general education curriculum, or any other programs
that non-disabled peers would be able to access.
The student should be provided with supplementary aids and services necessary to
achieve educational goals if placed in a setting with non-disabled peers.
Academically, a resource room may be available within the school for specialized
instruction, with typically no more than two hours per day of services for a student with
learning disabilities.
Should the nature or severity of his or her disability prevent the student from achieving
these goals in a regular education setting, then the student would be placed in a special
school, classroom with in the current school, or hospital program.
Generally, the less opportunity a student has to interact and learn with non-disabled
peers, the more the placement is considered to be restricted.