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Fulbright Scholarships

Fulbright Scholarships

Different Types of Fulbright scholarships


The Fulbright Scholarship is an international educational exchange program that was established in 1946 under the legislation introduced by former Senator J. William Fulbright. Today the Fulbright scholarship is sponsored by the Bureau of Educational & Cultural affairs under the United States Department of State.
Every year, Fulbright scholarships are awarded to about 7,500 students, adding up to approximately 294,000 total receivers of the grant in the last 60 years, with 183,000 of these individuals being from other countries.
The Fulbright scholarship receives its funding from the U.S. Congress, as well as participating governments and institutions in participating foreign countries. The United States also contributes through indirect support and cost-sharing, such as tuition wavers, university housing, and salary supplements. In 2008, the Congressional appropriation for the Fulbright scholarship was $215.4 million. Meanwhile other foreign government donated about $60 million to the program.
There are many different categories of Fulbright Scholarships, including both institutional and individual grants, as well as other exchange programs:
Roughly 1,100 American professionals and scholars are sent to approximately 125 countries, where they can conduct research or lecture in different academic and professional fields.
The Fulbright Specialist Program sends U.S. professionals and faculty to act as consultants on faculty development, curriculum, institutional planning and other related subjects at various overseas academic institutions for anywhere between 2 to 6 weeks.
The Fulbright Visiting Scholar Program gives grants to around 850 foreign scholars to conduct postdoctoral research or lecture at various U.S. institutions for an academic semester or an academic year.
The Fulbright Scholar-in-Residence Program allows U.S. universities and colleges to host foreign academics who can lecture on different subjects for either an academic semester or year. Preference for the grant is given to any institutions that are developing and serving a minority audience and/or have an international agenda. About 50 grants are awarded each year.
Other Fulbright scholarships and programs include:
The Fulbright U.S. Student Program provides fellowships for U.S. graduating college seniors, young professionals, graduate students, and artists to study overseas for an academic year. In 2008-2009, over 1,500 Americans studied abroad with either partial or full support.
The Fulbright English Teaching Assistantships Program puts U.S. students as English teaching assistants in universities or schools overseas, helping foreign students’ English abilities and U.S. knowledge while the student improves their own knowledge and language skills of the host country.
The Fulbright Foreign Student Program enables foreign young professionals, graduate students, and artists to study and research in the United States for one year or more. Approximately 1,700 newly established awards are given for support at U.S. universities, and about 1,350 awards are renewed annually.
The International Fulbright Science and Technology Award is for doctoral study at a prestigious institution in the United States in technology, science, engineering or other related fields for roughly 40 extraordinary foreign students annually.
The Fulbright Teacher Exchange Program is a one-to-one exchange of roughly 120 teachers from both primary along with secondary schools in the United States and ten foreign countries.

Fulbright

Fulbright

The Fulbright Program


The Fulbright program is sponsored by the Bureau of Educational & Cultural affairs under the United States Department of State. The program provides funding not only for students, but also teachers, scholars, and professionals who plan to take advance research, graduate study, and teaching on an elementary, secondary and university level.
The mission of the Fulbright Program includes:
Stimulating closer educational relationships between United States and other countries.
Reinforcement and connecting institutions of higher learning internationally.
Saving threatened scholars and promoting academic freedom.
Constructing leadership skills and improving the capacity of both organizations and individuals to address global and local challenges.
The Fulbright program was established in 1946 under the legislation introduced by former Senator J. William Fulbright. Every year, Fulbright scholarships are awarded to about 7,500 students, adding up to approximately 294,000 total receivers of the grant in the last 60 years, with 183,000 of these individuals being from other countries.
The Fulbright scholarship receives its funding from the U.S. Congress, as well as participating governments and institutions in participating foreign countries. The United States also contributes through indirect support and cost-sharing, such as tuition wavers, university housing, and salary supplements. In 2008, the Congressional appropriation for the Fulbright scholarship was $215.4 million. Meanwhile other foreign government donated about $60 million to the program.
There are many different categories of Fulbright Scholarships, including both institutional and individual grants, as well as other exchange programs:
Roughly 1,100 American professionals and scholars are sent to approximately 125 countries, where they can conduct research or lecture in different academic and professional fields.
The Fulbright Specialist Program sends U.S. professionals and faculty to act as consultants on faculty development, curriculum, institutional planning and other related subjects at various overseas academic institutions for anywhere between 2 to 6 weeks.
The Fulbright Visiting Scholar Program gives grants to around 850 foreign scholars to conduct postdoctoral research or lecture at various U.S. institutions for an academic semester or an academic year.
The Fulbright Scholar-in-Residence Program allows U.S. universities and colleges to host foreign academics who can lecture on different subjects for either an academic semester or year. Preference for the grant is given to any institutions that are developing and serving a minority audience and/or have an international agenda. About 50 grants are awarded each year.

Other Fulbright scholarships and programs include:
The Fulbright U.S. Student Program provides fellowships for U.S. graduating college seniors, young professionals, graduate students, and artists to study overseas for an academic year. In 2008-2009, over 1,500 Americans studied abroad with either partial or full support.
The Fulbright English Teaching Assistantships Program puts U.S. students as English teaching assistants in universities or schools overseas, helping foreign students’ English abilities and U.S. knowledge while the student improves their own knowledge and language skills of the host country.
The Fulbright Foreign Student Program enables foreign young professionals, graduate students, and artists to study and research in the United States for at least 1 year or more. Approximately 1,700 newly established awards are given for support at U.S. universities, and about 1,350 awards are renewed annually.
The International Fulbright Science and Technology Award is for doctoral study at a prestigious institution in the United States in technology, science, engineering or other related fields for roughly 40 extraordinary foreign students annually.
The Fulbright Teacher Exchange Program is a one-to-one exchange of roughly 120 teachers from both primary along with secondary schools in the United States and ten other foreign countries.

FERPA Regulations

FERPA Regulations

What is FERPA?
FERPA (short for the Family Educational Rights and Privacy Act) is a Federal law that guards the privacy of student education records. FERPA is applied to all schools that receive funds under any applicable programs of the United States Department of Education. 
The Family Educational Rights and Privacy Act (FERPA) delivers certain rights to parents with respect to their child’s education records. These rights are offered to the student when he or she reaches the age of 18 or enters schooling beyond the high school level. Any student who receives these rights is deemed “eligible students” under FERPA.

Rights Awarded Under FERPA:
Eligible students or parents maintain the right to review the student’s education records that are formally maintained by the school. All academic institutions are not required to provide copies of said records unless it is deemed impossible for the parents and eligible students to review the records—remote location from the school is an acceptable reason.
Eligible students or parents maintain the right to request that an academic institution correct records if they believe said records to be misleading or inaccurate. If the academic institution decides not to edit the record, the eligible student or parent possesses the right to engage in a formal hearing. Upon the conclusion of the hearing, the eligible student or parent—if the school still decides not to alter the record—has the right to place a statement with the record to establish his or her view with regards to the contested information. 
In general, academic institutions must exhibit written permission from the eligible student or parent in order to release any information from a student’s education record. That being said, FERPA permits any academic institution to disclose these records, without consent, to the following institutions or individuals under the following conditions:
Any school official who exhibits a legitimate educational interest
Other academic institutions to which the student is transferring
Any appropriate party in connection with financial aid to the student
Accrediting organizations
State and local government bodies, within the juvenile system, pursuant to state law
Certain officials who implement evaluation or audit purposes
An academic institution may disclose, without any consent, “directory” information such as the student’s name, telephone number, date of birth, address, dates of attendance and any scholastic achievements if applicable. That being said, an academic institution must notify all eligible students and all parents concerning directory information and offer eligible students and parents a reasonable amount of time to request the institution to not disclose directory information about them. Academic institutions must notify eligible students and parents annually of their rights offered by FERPA. The means of notification (PTA bulletins, student handbooks or newspaper articles) is left to the discretion of each institution.  

School Violence Statistics of the United States

School Violence Statistics of the United States

School Violence Statistics of the United States


School violence is a subcategory of youth violence, which is a much broader public health problem that affects American society.  Youth violence has to do with the intentional use of power or physical force by a young individual between 10 and 24 years old against another person, community, or group. The result of the youth’s violent behavior is usually physical or psychological harm to others.  
In the United States, there is an estimated 50 million students who are enrolled in pre-kindergarten through 12th grade. There is also an additional 15 million students who attend universities and colleges across the country. While most schools in the United States are relatively safe and do not experience school violence, any amount of school violence is considered unacceptable.
Teachers, parents, and administrators look at schools as a safe haven of learning. Any acts of school violence can easily disrupt this learning process and have detrimental effects on the school, students, and the community as a whole.
School violence looks at violent behavior that happens: 
On the grounds school property
On the way to school (or from school)
During any school-sponsored event
On the way to a school-sponsored event (or from the event)
Some examples of school violence 
Bullying
Gang violence
Fighting such as punching, kicking, and slapping
Use of weapon(s)
Electronic aggression
Here are some important findings on school violence from the National Center for Education Statistics:
Among students ages 5–18, 38 school-associated violent deaths occurred between July 1, 2008 and June 30, 2009. 24 of these deaths were homicides, while 14 deaths were suicides.
There were also 1,701 homicides among the youth ages 5–18. In the 2007 calendar year, there were youth 1,231 suicides.
Among students ages 12–18 in 2008, there were approximately 1.2 million nonfatal crime victims, which included 619,000 thefts and 629,800 violent crimes such as simple assault.
The total crime and theft victimization in-school rates of students between the ages 12 to 18 went down between 2007 and 2008 from 57 victimizations per 1,000 students to 47 in 2008.
8% of students in 2008 reported being injured or threatened or injured with a weapon, on school property
In 2009, 10% of male students in grades 9 through 12 reported being injured or threatened with a weapon by another student on school property, compared to 5% of female students.
In the 2007–08 school year, 10% of teachers in city schools reported being threatened with injury. 7% of teachers in town schools and 6% of suburban and rural schools have experienced threats of injury.
5% of teachers in city schools and 4% of suburban schools reported actually being physically attacked, which is more than the 3% of teachers in rural schools.

MSU – Offering Tools and Opportunities to Succeed in Law School

MSU - Offering Tools and Opportunities to Succeed in Law School

Montclair State University (MSU) has been described by Forbes magazine as “New Jersey’s best public university” due to its top notch academic programs. With a student-to-faculty ratio of 17 to 1, an average class size of 23 students, state-of-the-art facilities and over 300 majors and minors, (MSU) offers an unparalleled learning experience for its students.

Among its top notch degree offerings is the Bachelor of Arts in Jurisprudence. The Jurisprudence major provides students aspiring to go to law school and other graduate study a solid academic foundation. Through the Jurisprudence major at MSU, students get the fundamental knowledge that is important to understanding legal process and institutions. There are fewer than a dozen such programs in the country.

(More on  News at LAWS.com, contact Adam for interviews “adama@laws.com”)

Students interested in law school can gain admission to a well-respected law school through Montclair State University. New York Law School (NYLS) and MSU have a cooperative program that guarantees a student admission to NYLS if he or she completes the major in Jurisprudence and fulfills additional requirements. What is special about this program is that it focuses on a student’s academic accomplishments to determine admission rather than his or her Law School Admission Test (LSAT) score.

Dr. Marilyn Tayler has been with MSU since 1975, and has mentored countless students seeking admission to law school. Dr. Tayler is Jurisprudence Program Coordinator and University Pre-Law Advisor at MSU, and has talked to laws.com about the Jurisprudence major and how students can gain admission to NYLS through it.

Students can take the jurisprudence major with a view to pursue admission at any law school. In what ways does the jurisprudence major at Montclair State University prepare students for the rigors of law school?

We have a jurisprudence major. It is not a pre-law major; there is a real difference between them! A pre-law major is designed to duplicate the Socratic method and what one would get in law school. What we have designed is what we call a law in the liberal arts major; it is even broader than a law in society major. It is designed to teach students about law in relation to a number of disciplines in the social sciences and the humanities so that they get a broad idea of what law is about. Students get to understand relationships such as law and psychology, law and literature, law and philosophy, law and political science, law and government, law and sociology and so on. That is a key element of our major.

It is important to note that for the jurisprudence major we are not looking for a mass of students! In fact, we have a required GPA which is one notch under the Honors Program; because we want to send the message to students that if you are serious about going to law school you have to be a focused and good student!  We are not trying to get a lot of students.

The hallmark of our program is a year-long interdisciplinary research and writing seminar where students choose a topic that involves law and at least one other discipline. For example, students have researched topics such as the law and politics of physician-assisted suicide, the law and ethics of paid organ donor banks, the law and literature of Uncle Tom’s Cabin. Through this program, students look at law as interdisciplinary study. You may say this does not prepare you for law school, but it really does. This major gives you the vocabulary of law, the world of law and knowledge of law in the liberal arts that gives you a broader view, which truly prepares you for law school. Then, coming from this broader background, once in law school, you learn the Socratic method of thinking like a lawyer. Graduates of the Jurisprudence major who have gone on to succeed in law school are the proven testimonial to the success of this approach.

I just wrote an article that appeared in the Pre-Law Advisors National Council magazine, PLANC, which goes to every law school admissions director and every pre-law advisor in the country. The article was entitled The Ripple Effect of the New Normal. The idea is that the job market is tough for lawyers, and in response to that job market, law schools are giving students more applied preparation. That means more internships, more clinics, and more summer associate positions to try to help students build a resume, because law firms no longer want to train students on their dollar. They want students to be primed and ready for work when they walk in. There is a ripple effect of that down to the undergraduate education. For example, 25 or 30 years ago, if I were a pre-law advisor, I might tell a student that as long as you get a strong liberal arts preparation you can go to law school. Back then, it did not matter if you had never looked at a law book before. In fact, I went to law school with a PhD in Spanish! I had never previously studied anything related to law and that was okay, because law school gave me all the theory and everything I needed and practical training would occur in the real world of legal practice after law school.

At a recent national conference of pre-law advisors, and there was a law school dean who spoke and he said he calls every entering student to find out what areas of law they are interested in and by December of their first year in law school, he expects them to know where they want to spend their first summer associate position. Now, can you imagine if you just walked into law school with an English major, which is a great major for law school, but you do not know anything about law? So that is why you need either something like the jurisprudence major if you want to study law in depth, or, at the very least, you need a pre-law minor. The pre-law minor provides an alternative to the jurisprudence major, for students who want to experience the world of law in a more limited and focused way.

You need to walk into law school having a knowledge of legal vocabulary and the world of law. We have also restarted our pre-law internship, because we want students to be exposed to shadowing a lawyer and seeing what the real practice of law is about. The point is that in today’s job market, with law schools preparing students more pragmatically for the world of the job, then undergraduate schools really have to prepare students for the world of law! You cannot walk into law school totally and blissfully ignorant, and expect four months later to decide where you want to spend your first summer associate’s position! So that really argues for our jurisprudence major or our pre-law minor.

An important note about the jurisprudence major is that many of our students do not go on to law school. Many take it because they are interested in law. We recommend taking Jurisprudence as a double major, because it is interdisciplinary, and the major we recommend that it probably goes best with, although it goes well with almost any major, is political science. In the jurisprudence major, students study issues both from the vantage points of law and politics, and political science is a great analytical major! That is why political science is the single most popular major for students going to law school, because it teaches them how to think and reason analytically.

What are the advantages for a student to try to gain admission to the New York Law School Guaranteed Admission Program as opposed to try to gain admission to law school through the traditional route?

There is one tremendous advantage and that is the New York Law School agreement allows us to weigh the student’s work in the jurisprudence major instead of weighing the LSAT. In other words, there are many students who do really well in school but who are poor standardized test takers, and this gives outstanding students who do really well in school an opportunity to gain admission to an A.B.A. accredited law school in our area.  

What are the eligibility requirements to gain admission to New York Law School through this program?

A student must have a 3.5 GPA in the jurisprudence major, or a 3.4 GPA if they are a transfer student to gain admission to New York Law School through this agreement.

There is an application they must complete and our committee looks at their credentials. They must also average an A in the senior seminar.

For high schoolers interested in entering the jurisprudence program, what are the requirements to gain admission to it?

The requirements are that a student must be in the top 20 percent of their graduating class or alternatively, if they enter MSU and are not in top 20 percent of their graduating class, then they are required to have a B average overall in their freshman year or a B average in the first three courses that they take in the major.

In the six year history of this program, how many students have been able to gain admission to New York Law School through it?

Five Jurisprudence students have gained admission to this program so far. There are two reasons why this number is low. First, as I mentioned, this is a selective program, and second, a lot of high achieving students with high LSAT scores choose to enter New York Law School or other law schools through the traditional admissions process because they may get additional merit based financial aid.

To learn more about the New York Law School Guaranteed Admission Program please visit here. To learn more about Montclair State University’s other great programs, please visit their site. To learn more about education laws and news, please visit our Education Laws Page.

Interviewed with Dr. Marilyn Tayler of Montclair State University, Monctlair, New Jersey by Adam Abdelaziz. 

Montclair State University’s Political Science and Law Programs – Offering a truly Global Educational Experience

Montclair State University’s Political Science and Law Programs - Offering a truly Global Educational Experience

Montclair State University’s (MSU) Political Science and Law Department offers students a strong foundation in both politics and law, and students are taught to look at the subjects of politics and law from an interdisciplinary perspective. The Department enhances its students’ knowledge of politics, government, public affairs and the legal process. Beyond this, it seeks to educate the whole student about the responsibilities of good citizenship. Political Science and Jurisprudence students at MSU are taught how to practically apply the theories they learn in the classroom.

(More on News at LAWS.com, contact Adam for interviews “adama@laws.com”)

At the graduate level, the Department offers a Master of Arts in Law and Governance has four concentrations from which to choose as well as a Certificate in Conflict Management in the Workplace. The concentrations offered include Conflict Management and Peace Studies; Governance, Compliance and Regulation; Legal Management and Intellectual Property. The Master of Arts in Law and Governance at MSU provides academic opportunities that have led to genuine career enhancement for its graduates. For examples, graduates of this program have found employment in the large accounting firms in partner track positions, pharmaceutical intellectual property and corporate compliance, state and federal agencies, international NGOs, and many areas of conflict management as negotiators, arbitrators, and mediators.

The following is an interview conducted by laws.com with Professor Jack Baldwin LeClair, University Distinguished Teacher and Chair of the Political Science and Law Department at MSU. He talks to laws.com about the Department, what it offers its students in terms of a truly global education, its future plans, and what other graduates have gone on to do.

What are some of the hallmarks of the Montclair State University Political Science Program?

Given its relatively small size of 12 faculty members, the department has great expertise in a wide variety of areas, We cover Russia, China, the Middle East, Central and South America, Western Europe and Sub-Saharan Africa.

We try to educate the whole student, not only providing a theoretical foundation, but also trying to orient our students as good national and world citizens by  applying their developed expertise for the public good within the context of their chosen careers.

What have students gone on to do after completing a degree in Political Science at Montclair State University?

Many of our students continue to masters and doctoral programs. Quite a few  of our students, of course, go on to law school, either through the Political Science major or the Jurisprudence major. Many of our students double major and we encourage our best and brightest to do so. We have integrated the course offering of both programs so that they overlap. In our last five year review, our outside reviewers noted that we have achieved to a large degree what many much more famous schools have attempted, which is the integration of the core curriculum of political science and jurisprudence.

What are some of the future plans of the Political Science and Law Department at Montclair State University?

We have started what we call the International Initiative. We are trying to take the curriculum that is relevant to study world affairs globally. We started last spring with what we called the Turkish Course; it was a real-time synchronized course with Bilkent University in Ankara Turkey. Bilkent University is one of that region’s, if not the world’s, finest universities. It was a real-time class taught by one of our professors and one of theirs and the classes were merged using sophisticated telecommunications   to enable students to be virtually in the same classroom. We have other well developed internship programs in public administration and international relations which are less glamorous but valuable in different sub-disciplines of Political Science.

This was a pilot project under the auspices of the US State Department and it was actually former US Secretary of State Hillary Clinton’s pet project, because she was seeking cultural diplomacy or a “Soft Diplomacy” as it is called in political science circles. The program allowed us to electronically bring to the classroom people like Marc Grossman, former United States Ambassador to Turkey, and other influential diplomatic experts   from around the world. This sort of cultural exchange that is facilitated by technology is called eDiplomacy. s  In addition to students sharing a classroom with their Turkish counterparts, working on joint projects together in political science, two internships with U.S. State Department were generated for our students.  One of these internships will be in Turkey, where we are sending a student to study at Bilkent University, and the other is a US State Department domestic internship for one of our students. This is a leap forward for our department and our university! We are trying to develop a similar project with a Greek university, and next spring we hope to run another US State Department sponsored project in another region of the globe. This will allow students to learn from and interact with another culture and country in both an intellectual and a practical way that would not be possible otherwise.

To learn more about Montclair State University’s Political Science and Law Department, please visit their site. To learn more about Montclair State University’s other great programs, please visit here. To learn more about education laws and news, please visit our Education Laws Page.

Interviewed with Professor Jack Baldwin LeClair of Montclair State University, Montclair, New Jersey by Adam Abdelaziz.

Individuals with Disabilities Education Act

Individuals with Disabilities Education Act

 

INDIVIDUALS WITH DISABILITIES EDUCATION ACT TEXT

What is the Individuals with Disabilities Education Act?

The Individuals with Disabilities Education Act (IDEA) is a federal law that institutes mandates for the education of youths with disabilities, ranging from birth to 18 years of age.  

How do states conform to federal mandates on education?

The Individuals with Disabilities Education Act is applicable only to states that accept federal funding for education.  Compliance with IDEA is used as a condition for receiving federal grants and all states accept federal money for education which means that IDEA is adopted all over the United States.  This is called a “spending clause.”

What is the predecessor to the Individuals with Disabilities Education Act?

Public Law 94-142 or the Education for All Handicapped Children Act extended the right of public education to disabled students and affirmed their right to equal access and reasonable accommodation of their needs.

Students are not to be excluded on the basis of disability by their school district.  The district must provide special services for the disabled student including a learning environment that is similar to that of the regular student body. 

The school is responsible for identifying potential special needs students, and anticipate said needs accordingly.  Special needs programs must be equipped with adequate materials and specialized teachers who are experienced with disabled children.

The school must also maintain a process by which parents can contest the decisions made for their student and ensure that the parents remain important partners throughout the decision making process.  The parents could seek redress in court if the need arose, although new provisions in the IDEA limited that option with specialized administrative dispute resolution services.

The Education for All Handicapped Children was renamed Individuals with Disabilities Education Act in 1990, with many of the same provisions but some reforms and new mandates that better involve the parents, cut down on potential litigation and make better attempts at keeping a child’s special education nominal and focused on keeping the child in a normal classroom setting.

What is the goal of IDEA?

Through reasonable accommodation and specialized, individualized programs for the disabled, IDEA aims to provide children with the knowledge and skills to take care of themselves and seek employment if their condition allows them to do so.  To date, six million children receive education under the IDEA mandate.  Prior to Public Law 94-142, only 1 in 5 students received an education.

What is a disability under the Individuals with Disabilities Education Act?

Disabilities under IDEA do not distinguish between physical and mental impairments and includes mental retardation, hearing impairments, blindness, autism, brain injuries and learning disabilities.  The concept of a “zero-reject rule” prevents children from ineligibility, requiring schools to render services even if the student is in a coma.  For students to be covered under IDEA provisions, there must be evidence that they not only have a disability, but the disability prevents them from learning and participating to the best of their ability in a traditional classroom setting.

What is the obligation of schools under IDEA?

Like the preceding Education for All Handicapped Children Act, IDEA requires the school to create an Individualized Education Program to meet the special needs of the student.  They are required to transport the student to school and provide that student with at least one free meal during the school day.

If school officials suspect a potential problem, they must alert the student's parents and inform them that an evaluation is necessary. The notice for evaluation must be presented in writing and approved by the parents to be formally undertaken.  Parents are entitled to a lawyer, social worker or advocate, provided that that individual is knowledgeable in the IEP process and can help guide the parents through the process.  The parents may choose to bring doctors that have better knowledge of the child’s condition or another parent that has knowledge of the IEP process.

Depending on the state, a team of professionals involving social workers, state specialist and psychologists will collaborate on an evaluation.  All of the student’s teachers are required to be at this meeting.  One constant will be the presence of the parents who are required by law to be allowed in the process.

 

The goal here is to make the student’s school experience as normal as possible and maximize the student’s involvement in regular school activity.  Even if the child must be in special education, the team must make meaningful attempts to have the student interact and participate with non-disabled students.  The Least Restrictive Environment rule attempts to maximize the amount of time the student will spend with non-disabled students, outside of special education settings to better adjust and socialize the student.

An IEP must consider the student’s present level of academic ability and set goals to improve the student’s academic and functional abilities.  The plan must be consistent and conform to regulations that ensure the long term welfare of the student in this process.  When the student reaches an appropriate age, the team must have a transition plan for when the student turns 16 and must prepare for post-secondary life.  The student may become part of the IEP upon reaching the age of 14 and make decisions regarding the nature and structure of the program.  Lastly, the child must receive relevant instruction as part of his or her IEP.  Blind children, for example, must receive instruction in braille, so that they may function beyond the school setting when they become adults.  A child in an IEP is not evaluated by the traditional academic standards like his or her peers, but by an individualized measurement of progress, reaching specific goals, as set by the IEP team.

What is FAPE in relation to the Individuals with Disabilities Education Act?

FAPE stands for Free Appropriate Public Education, which is a provision of IDEA that guarantees every child an IEP, a challenging curriculum that benefits the child and individual treatment, rather than decision-making that collectively affects all the special needs children.

What are other provisions of the Individuals with Disabilities Education Act?

In addition to FAPE and Least Restrictive Environment regulations, IDEA also provides specific guidelines for disciplining special needs students, as they should not always be held to the same standards of behavior as typical students.  There is typically a ten-day disciplinary threshold for students.  Anytime that threshold is exceeded, there must be a hearing to determine if the child should remain in the school.  The “stay put” rule tries to keep the student in his or her school, unless the behavior constitutes a significant danger to others.  The IEP committee will also need to discuss the child’s conduct and make adjustments if necessary for the child’s behavior, especially if it is directly caused by the disability.

The Early Intervention Plan is a new feature introduced by Part C of the IDEA.  This part provides care and attention for the needs of disabled infants and toddlers and the formation of an Individualized Family Program to cater to the needs of the child and parents before the child enters public schooling.

What are the rights of the parents?

In order to ensure that IDEA best serves the interests of the parents and succeeds in providing all children with adequate access to public education, there are alternate dispute resolution services and safeguards that proclaim the rights of the parents to be involved in decisions about the future and education of their child.  Previously, it had been easier for parents to take school administrators to court over disagreements regarding the child’s education.  Since then, to reduce the burden on the judicial system and maintain the relationship between the school and the parents, there are a number of dispute resolution and medication services available to resolve potential issues.

How has IDEA been amended?

Since IDEA came into law in 1990, it has received three major re-authorizations.  In 1997, IDEA was amended to include children with learning disabilities between the ages of 3 and 9.  Part C was also added to provide assistance to the parents of infants and toddlers.  The mediation procedures were also added in 1997.  The 2004 revision reinforced provisions for disciplining students, revised evaluation requirements for students with learning disabilities and implemented trial IEP programs in fifteen states.  In 2009, 12.2 billion dollars were appropriated by the federal government to cover IDEA provisions over criticism that the program was an “unfunded mandate” that passed strict regulations and requirements on local school officials with providing adequate funding to help them meet the needs of disabled students.

 

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