Education Law

This article discusses related services, accommodations, and specially designed instruction under IDEA. It also covers the Endrew F case and the policy of full inclusion for students with disabilities in elementary schools. Additionally, it explores the value of response-to-intervention for diagnosing potential learning disabilities.

Running head: EDUCATION LAW
Education Law
Name of the Student
Name of the University
Author Note

EDUCATION LAW
Answer to Question no 1
a. Related Service refers to the special attention that is needed to help a ‘differently
abled child’. Section 300.34 of the Individuals with Disabilities Education Act
(IDEA) states that Related Services signifies transportation, developmental,
supportive and corrective services which are required to support a child with
disability1. Providing Speech and language therapy to a child who has severe speech
disorder is an example of related service.
b. Accommodation means the assistance and the service that is provided to support
students, who are in general or special educational curriculum. For example, allowing
longer duration to a student to finish a test or an assignment so that the student could
grasp the concept in depth.
c. Section 300.39(b)(3) of the Individuals with Disabilities Education Act (IDEA)
states that Specially Designed Instruction (SDI) means changing as per the
requirement of a child with disability to support the unique needs of a particular child
which is the result of such disability and to provide education in general curriculum to
the child2. An excellent example of SDI involves the use of cover-copy-compare
(CCC) to teach computational curriculum for mathematics3.
Answer to Question no 2
The primary holding of the Endrew F case states that to attain the substantive
obligation of Individuals with Disabilities Education Act (IDEA) an Individual Education
1 'Sec. 300.34 Related Services | Individuals With Disabilities Education Act' (Sites.ed.gov, 2018)
<https://sites.ed.gov/idea/regs/b/a/300.34> accessed 13 November 2018.
2 'Sec. 300.39 Special Education | Individuals With Disabilities Education Act' (Sites.ed.gov, 2018)
<https://sites.ed.gov/idea/regs/b/a/300.39> accessed 13 November 2018.
3 'Specially Designed Instruction | United Federation Of Teachers' (Uft.org, 2018)
<http://www.uft.org/teaching/specially-designed-instruction> accessed 13 November 2018.

EDUCATION LAW
Plan (IEP) must be offered by a school to ensure that the child thrives best at his or her own
unique circumstances4.
The Supreme Court extended the boundary of the definition of FAPE and added that a
FAPE is an education that strives to provide opportunities to attain academic success to a
child with disability and it must be equal to the facilities and opportunities that are offered to
children without disabilities5.
Answer to Question No 3
The value of response-to-intervention for diagnosing potential learning
disabilities
Learning disabilities are the ability of a person to understand a language or use it,
incapability to do the calculations, incapacity to make coordinate movements or to pay
attention. It can be diagnosed when the children is in school6. It affects the ability of a person
to gather or link information which they derive from their different part of their brain. The
difficulties can be reflected on their performance in the school or in their intelligence
quotient. To diagnose the learning disability response to intervention is used as a test that
requires monitoring the progress of all students closely to identify the problem. This test is
very significant as it helps to detect the issues in the children and provides the children with
help on different stages. This test may help evaluate the children struggling with learning
disabilities with the help of medical exam including neurological tests7. A group of specialist
work to make the evaluation. Moreover, the test helps in measuring the problems of the
student and providing help to the child by developing an individualized education plan.
4 'Individuals With Disabilities Education Act | IDEA' (Sites.ed.gov, 2018) <https://sites.ed.gov/idea/> accessed
13 November 2018.
5 Endrew F. v. Douglas County School District Re-1
6 Fletcher, Jack M., et al. Learning disabilities: From identification to intervention. Guilford Publications, 2018.
7 Burns, Matthew K., and Kimberly Gibbons. Implementing response-to-intervention in elementary and
secondary schools: Procedures to assure scientific-based practices. Routledge, 2013.

EDUCATION LAW
Policy of full inclusion for all students with disabilities in the elementary schools
An inclusive education requires all students, irrespective of the challenges they have,
to be placed in age-appropriate education classes in their neighbourhood schools to make
them enable to achieve success in the core curriculum. It can be argued that successful
inclusive education may help the students with various challenges to accept, understand and
attend the schools. In this policy the students with disabilities will be considered as
competent as the students without disability8. This policy should include supportive teaching
system. The pros of policy of inclusion are that the students with disabilities will be able to
have greater access to general curriculum. Their parents would also be able to get the
community feel. The students without disabilities will also be able to learn to respect the
people and acquire a friendly and non-discriminatory attribute to others. However, despite of
the noble objectives of full inclusion, there are certain disadvantages of this concept. Students
may have different level or degree of disability9. A student with mental disabilities may face
challenges to access algebra class, where as a student with physical disabilities may not be
able to achieve success in a baseball team.
8 Florian, Lani, Martyn Rouse, and Kristine Black-Hawkins. Achievement and inclusion in schools. Routledge,
2016.
9Shogren, Karrie A., et al. "The perspectives of students with and without disabilities on inclusive
schools." Research and practice for persons with severe disabilities 40.4 (2015): 243-260.

EDUCATION LAW
Bibliography
Case
Endrew F. v. Douglas County School District Re-1
Legislation
'Sec. 300.34 Related Services | Individuals With Disabilities Education Act' (Sites.ed.gov,
2018) <https://sites.ed.gov/idea/regs/b/a/300.34> accessed 13 November 2018
'Sec. 300.39 Special Education | Individuals With Disabilities Education Act' (Sites.ed.gov,
2018) <https://sites.ed.gov/idea/regs/b/a/300.39> accessed 13 November 2018
'Individuals With Disabilities Education Act | IDEA' (Sites.ed.gov, 2018)
<https://sites.ed.gov/idea/> accessed 13 November 2018
International Organization
'Specially Designed Instruction | United Federation Of Teachers' (Uft.org, 2018)
<http://www.uft.org/teaching/specially-designed-instruction> accessed 13 November 2018
Journals
Burns, Matthew K., and Kimberly Gibbons. Implementing response-to-intervention in
elementary and secondary schools: Procedures to assure scientific-based practices.
Routledge, 2013.
Fletcher, Jack M., et al. Learning disabilities: From identification to intervention. Guilford
Publications, 2018.
Florian, Lani, Martyn Rouse, and Kristine Black-Hawkins. Achievement and inclusion in
schools. Routledge, 2016.

EDUCATION LAW
Shogren, Karrie A., et al. "The perspectives of students with and without disabilities on
inclusive schools." Research and practice for persons with severe disabilities 40.4 (2015):
243-260.