Critical Issue Reflection #1: Special Education Policies, Families, IEPs
By: Jessica Tanoesoedibjo
Inclusivity in the classroom had not always been the norm, and people with disabilities had historically been treated as less-than-human, including being isolated, treated as a laughing stock, even murdered. Yet even as early as the Middle Ages, when Christianity rose to prominence, they embraced children with disabilities as “enfants du bon Dieu,” (children of God), and provided them with asylums. I thought this was most encouraging, to see how faith and good works go hand in hand—a belief in all of humanity being created in the imago Dei (Genesis 1:27), should cause us to uphold the dignity of all humankind.
The earliest account of special education would be the story of how a French doctor by the name of Jean-Marc Gaspard Itard sought to civilize Victor of Aveyron, a feral child. His work inspired his student, Edouard Seguin, who developed early interventionist instructional programs for children with intellectual disability. These men, and other pioneers, ushered optimism into the 19th Century, as institutions were established to care for those with disabilities. Over time, however, as these asylums became overcrowded and understaffed, their goal shifted from providing care to becoming a means of isolation. Beginning in the 1960s, however, inclusion became increasingly important as special education entered the public schools (Gargiulo, 2018).
IDEA and Down Syndrome
Following the Civil Rights Movement was a greater awareness of the inequity that existed within the country, and so laws were enacted to ensure that all citizens possessed the same rights regardless of race, religion, gender, as well as disability. The Individuals with Disabilities Education Act 2004 (IDEA) is an important piece of legislation within the Public Law (PL) 108-446 that guarantees free, appropriate, public education (FAPE) in the least restrictive environment (LRE) to every child between the ages of 3-21 with a disability. Students who are eligible will therefore receive an individualized education program (IEP) that is tailored to their needs. Though the IDEA 2004 does not mandate early intervention programs to be set up, it requires an Individualized Family Service Plan (IFSP) to be offered for the families of children with disability to ensure that they receive the support necessary to transition infants into formal education. As the child reaches the age of 16, an Individualized Transition Plan (ITP) is to be formulated to help the child set out postsecondary and employment goals (APA, 2019).
Intellectual disability is one of the thirteen categories of disabilities listed in the IDEA 2004. People with Down Syndrome are therefore protected under this law, and from birth, parents have a right to receive an IFSP under the IDEA. At age 3, the child has a right to attend a public school. However, if the parents believe that the services offered by the school do not meet the needs of the child, the parents are entitled to challenge the services. At 16, the student is entitled to receive an ITP, and may enjoy being fully integrated into society (Gargiulo, 2018).
Referral Process of Special Education Services for Children with Down Syndrome
Contemporary thinking believes that it is important for students with disability to begin in the general education classroom. Where needed, special services may be offered, ranging from modifications in the regular classroom, to being isolated in treatment centers. The principle remains, that the student must be provided with education in the LRE that is appropriate.
Referral generally begins in the regular classroom, as a general educator identifies the student’s needs. If classroom interventions do not work, the teacher may document the concerns and elevate this to the special education committee in the school. If the request is warranted, the school must seek to obtain parental consent to assess the student formally.
As Down Syndrome is a chromosomal abnormality, it is easily detected at birth. Parents would therefore be immediately made aware of the possibility of the child’s need for special education. Referral, in this case, may begin with the parents raising the concern to the general educator. Down Syndrome, as other disabilities, vary in severity, and it is possible that the child has a near to normal intelligence (Gargiulo, 2018).
Individualized Education Programs (IEP) for Children with Down Syndrome
As every child is different, and no disability results in the same learning handicap, it is crucial that educators understand that there is no one-size-fits-all program for a child with disability. The IDEA 2004 therefore mandates that each child with disability receive an IEP to address their individual needs. As the IEP determines the learning plan and objectives for the student with disability, it is important that the parents, teacher, and district representative be present at an IEP meeting. Sometimes, upon the parents’ wish, the student, as well as other members who are deemed relevant by the parents or district representative, may also attend.
The contents of the IEP must include the student’s current educational performance, annual goals and short-term instructional objectives, specific special education and services that are required, the student’s ITP (if age 16 and above), the projected dates and duration for services, and objective criteria and evaluation procedures of said goals. This program is to be developed within the IEP meeting, where the members begin with the student’s unique characteristics and needs. Secondly, the meeting must discuss the services that are offered by the district that will address the student’s academic and other developmental needs. A third agenda is the formulation of goals and objectives, and how progress is to be evaluated within a specific time frame (Bateman, 1995).
As full participation in community life is one of the goals of special education, it is important that transition services be provided. At (or prior to) age 16, the members of the student’s IEP committee must have discussed the student’s transition into adult life. Their IEPs must therefore note particular services that would be offered to the student in learning basic “survival skills,” (including self-advocacy) gaining community experiences, as well as postsecondary and employment goals (Bateman, 1995).
As Down Syndrome usually results in mild to moderate intellectual disability and other medical concerns (such as heart defects, hearing and vision problems), it is important to set IEP goals that are tailored to the needs of the student with Down Syndrome (Gargiulo, 2018). For a student with Down Syndrome that results in a mild intellectual disability and vision impairment, and who is interested in music, realistic IEP goals include:
1. Student will be able to read Braille by the age of 10.
2. Student will maintain a grade of C+ in the regular classroom.
3. Student will participate in the school choir and perform regularly at public events