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Family Impact Analysis Principles

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After conducting an analysis of the Individuals with Disabilities Education Act based on the Family Impact Checklist, I found that families are being extensively supported by the federal law’s implications. IDEA is classified as strongly reaching the goals of many of the family impact analysis principles, however, the law could improve and/or touch on some of the foundations more actively. The checklist draws from the five principles of the family impact analysis including family responsibility, stability, relationships, diversity, and engagement (Bogenschneider et, al., 2012). Based on my own calculations carried out through the checklist process, I have determined that the law’s largest strength is within the lines of family engagement.
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The points outlined under IDEA do not surface to discriminate families on the basis of these factors. This is supported by evidence for the National Education Longitudinal Study (NELS). The study’s data indicates that the programs of IDEA under Part C include single parent, two parent, and multi-adult households (Wirt, et.al., 2002). Based on the phrasing of the law, there is no deposition that there is a preferable family structure to receive service. Thus, the policy is not specific as to what aspect of Part C may serve to stir cultural conflict between service providers and …show more content…

The first pillar discusses the terms of an Individualized Education Program (IEP). Parents are present on the IEP team once the child qualifies as having a disability to help develop a plan. Parents are considered to be equal members of the IEP team along with the school staff. The outlined plan designates supplementary services that should be provided, lists the student’s performance, and describes how the student’s disabilities may affect their academics. This aspect of IDEA allows families to be involved in ways that explicitly provide choices and input into decisions. Participatory activities such as those with the IEP, have been proven to “strengthen self-efficacy, which can directly and indirectly impact family functioning” (Bogenschneider, et al.,

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806 Words | 4 Pages

Congress granted these rights to parents under IDEA. It has been proven that children with disabilities are more apt to prosper if parents are involved with their child’s education. IDEA was set up to guarantee parents have the right a greater role in their child’s education and are responsible for participating in meetings and helping with writing their child’s IEP and take part in any decision making. The Supreme Court found that the parents did have the right for parents to protect a child’s FAPE.

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95 Words | 1 Pages

The following is a two-part project designed to help me understand the IEP Goal development process. It includes an interview with a current special education teacher and her role in the IEP goal development process. The second part is an analysis of case study. It requires writing IEP goals for it using the Common Core Standards, developing an PBS for the student and creating an accommodation analysis based on the students needs in the case study. When completed, I should have a better feel for the IEP process for students physical disabilities and health

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595 Words | 3 Pages

However, the Court really is aiming to elevate individual educational benefits over social gains when considering the education policy. IDEA emphasis the importance of individual educational benefits. The child with disabilities has to receive meaningful services that will help him or her reach his or her potential. The Court has interpreted IDEA as meaning a child with disabilities only has the right to be in a general education classroom if he or she benefits from it more than in another setting and doesn’t disrupt the class. Overrepresentation of minorities in special education can occur.

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776 Words | 4 Pages

Three laws that have shaped and resolved the rights and services available to the students with disabilities will be discussed in this section. Section 504 of Rehabilitation Act of 1973, the Individuals with Disabilities Act( IDEA )and The Americans Disabilities Act( ADA). The IDEA is the major federal statute providing educational rights to students with disabilities. Even so, two other statutes, Section 504 of the rehabilitation Act and ADA which was modified recently (ADA,2006,2008), also have implication for the disciplinary process when it involves students with disabilities ( Russo & Osborne, 2009). Section 504 of the Rehabilitation Act is the first federal civil rights law protecting the rights of persons with disabilities.

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622 Words | 3 Pages

IDEA regulations encourage positive behavioral intervention and support for students with disabilities. In 1997, amendments were made to the Individuals with Disabilities Education Act to ensure that students with disabilities had IEP’s that addressed behavioral issues which prevented them from reaping the benefit of learning opportunities, and to also ensure that they were treated fairly for behavioral issues. The changes included considerations of safety issues when a student poses a threat to him or herself and/or others. The changes allow for a range of actions from alternative placement and IEP modifications, to removal by hearing.

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540 Words | 3 Pages

It becomes the blueprint for the student’s education for the current school year.” I think looking at the IEP in this light is so incredibly important. If teachers and parents understand that it is both the “blueprint” and an accountability tool, the IEP will be more effective and meaningful. Every student deserves to have the best possible education, and the IEP helps to ensure that this happens among students with disabilities.

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1244 Words | 5 Pages

bonuses, facility improvements, and allotments` for technology advancement from the state government. (If “success” is shown.) This point is brought to life in the national Blue Ribbon School Award. Eligibility for this honor is determined by a single factor hidden behind many little details: student success on standardized tests. All “subcategories” of the school, and the school as a whole, must be in the top fifteen percent in the state rankings for all standardized testing.

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1360 Words | 6 Pages

Following the passing of this act annual spending rose to over one billion dollars. If given the proper support and motivation children with disabilities can perform well on test. However, getting the necessary support for them is another question. Students with special needs have what is known as an Individualized Education Program (IEP).

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1267 Words | 6 Pages

Question 2 2.1 Describe ways in which having a child with a complex disability or condition can impact on different aspects of families lives. To live with disable child can have deep impact on overall family members. It turns out to be an exclusive shared experience for the families and this may impact on the overall family functioning. While considering the positive impact, this widens the horizons, raising more awareness among family members considering their

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374 Words | 2 Pages

The Individualized Education Plan (IEP) is one the most pivotal components of special education. According to the US Department of Education, the role of the IEP is mandated by law for the purpose of best supporting the needs of students with exceptionalities: “Each IEP must be designed for one student and must be a truly individualized document” (2007). While students must be invited to their own meeting by the age of 14, students often play a passive role in the IEP process. How do we help students feel like they do have power to make important decisions in their education while also increasing their own accountability? Currently within Sylvania Schools, students are generally either very submissive and will agree to anything the IEP teams

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941 Words | 4 Pages

The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997 and 2004. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards. Special education services are individualized to meet the unique needs of students with disabilities and are provided in the least restrictive environment. Special education may include individual or small group instruction, curriculum or teaching modifications, assistive technology,

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688 Words | 3 Pages

The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities have specified legal protections and receive a free and appropriate public education. In compliance with IDEA, there are 13 recognized disability categories, the disability of interest for this paper is Emotional Disturbance. States are one entity to benefit from IDEA; financial funds are allocated to states upholding the rules and regulations of IDEA. This paper will examine how the state of Wisconsin implements the Emotional Disturbance (ED) disability category of IDEA. Eligibility

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1135 Words | 5 Pages

Then how can they do their work by themselves?” Well, if the student has a disability, then it is the teacher’s responsibility to give the student work that is right for them. Then, it is the student’s job to do the work that is being asked. Have you ever heard of an IEP education? Well, if the teacher does a bad job teaching, then it is the student’s responsibility to go to study with another teacher.

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1024 Words | 5 Pages

Every student with disabilities is also obligated to an IEP specifically for the student’s needs between the ages of 3 and 21 under IDEA. The IEP is created by a team of six or seven, depending on the age of the student. The six members are the parents, an individual that can explain the assessment results, keep in mind, the faculty of the school must not under any circumstances conduct the evaluations without parental consent. Also included is the general education teacher, a local representative from the local education department, the special education teacher and of course the student, who must be included in the meeting if the student is fourteen or older. In this IEP meeting the team members go over what has been planned for the IEP

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792 Words | 4 Pages

The genogram and the ecomap positively impacted my new perspective on the family. They provided an organized display of the family patterns and vulnerabilities. The genogram contributed to a more detailed representation of the family structure and the relationships within the family. The ecomap contrasted this by providing a resource to observe the external factors that cause stress or support for the family. The ecomap can be compared to the social determinants of health and the domino effect that one social determinant of health can have on the others (Kozier, et al.).

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