Evolving Interpretations of Educational Equity and Students with Disabilities
Overview & Synopsis
The education of students with disabilities in today's schools is being shaped by 2 very powerful laws: the 2004 Individuals With Disabilities Education Improvement Act (IDEA 2004) and the 2001 Elementary and Secondary Education Act (Title I, No Child Left Behind Act). These 2 laws are changing our conceptions about special education. Both of these laws are sources of a great deal of ambiguity and frustration among special education professionals mostly resulting from the tension that exists between the core policy goals and assumptions underlying Title I and IDEA. This article explores the sources of tension between the 2 major policies. Specifically, the article traces the evolution of the meaning of educational equity as defined in K-12 education and compares that to the underlying policy of a Free Appropriate Public Education (FAPE). The article concludes with a proposal for reconsidering what constitutes equity f or students with disabilities and a model that acknowledges different interpretations of equity for some students with disabilities. (Contains 1 figure.)
eric.ed.gov)
Document Information
| Document Title | Evolving Interpretations of Educational Equity and Students with Disabilities |
|---|---|
| Author / Organization | McLaughlin, Margaret J. |
| Subject & Discipline | Disabilities, Special Education, Elementary Secondary Education |
| Categories | Education & Pedagogy |
| Publication Year | 2010 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-102509 |
| Original Source Link | Visit Source Page on eric.ed.gov » |