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Coyote Hills Case Study

1925 words - 8 pages

Coyote Hills Case Study
In the school years 2010-2013, Coyote Hills Elementary School took three full years in order to identify an autistic student a constant disruption to the learning process and correctly place him into a school that would better meet his needs. For three years child A was not making personal academic growth, while impeding the learning process for others within the mainstream classroom. This situation served to raise the question about current legislation and if it is really serving to protect students with disabilities. Are our public schools neglecting to protect the other children within the classroom, while protecting the rights of the students with disabilities?
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He also had a box of tools to help him with his stemming tendencies. The box consisted of scented markers, putty to act as a boogar, and sanitizer and tissues for wiping. The classroom teachers K-2 were accountable for making sure these accommodations were in place. Even with the above accommodations, issues occurred daily which resulted in Child A being sent to FBI (a district behavior modification program), suspension in school and out, removal of bus privileges, hourly visits with the school psychologist. From Kindergarten through second grade there was thorough documentation, IEP reviews, district team evaluations child and still the child remained in the mainstream classroom with little to no academic growth and a constant disruption of the learning process. Why was a child in desperate need for an alternative learning environment allowed to interrupt the learning process for him and others?
The answer to this question falls with the previous and current legislation that was set to protect the needs of students with disabilities. In 1975, Congress passed the Education for All Handicapped Children Act, guaranteeing all children a free and appropriate education in the least restrictive environment, regardless of the disability. “Once this law passed, students went from being pulled-out of the general education classroom for a small amount of time to being pulled-out the majority of the day to the resource room. Here, they were provided small group or one-to-one instruction. This “pullout” method became criticized over the next few years. During the past decade, “inclusion” which is where students with disabilities are included in the general education classroom for a certain period of time, has become more and more popular. In 1997, the Individuals with Disabilities Education Act (IDEA), which was formerly the Education for All Handicapped Children Act, required that children with disabilities be educated to the “maximum extent possible” in the least restrictive environment” (Dybvik, 2004 p.46). “The passage of the Public Law 94-192, the Education for All Handicapped Children Act, all children with any sort of disability are granted free access to public education and equal rights to due process procedures to ensure equal protection under the law. In addition to a free and appropriate education and due process, the law provides for LRE placement” (U.S. Department of Education, 2007). LRE, or Least Restrictive Environment, describes a situation in which a child has the greatest possible opportunity to interact with children who do not have a disability and to participate in the general education curriculum (Autism Speaks, Inc., 2010). Peoria Unified District policy is that all students have the right to participate in classroom learning and instruction regardless of their race, color, religion, sex, age, national origin, and disability, or any other reason not related to the student's individual capabilities” (Peoria Policy Manual, 2011). ...

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