My idea is to explore how other countries around the world are dealing with education and special education issues. I’d like to see different successful schools, wherever they may be, up close. I’d like to sit down with directors and administrators. I’d like to speak with government officials who keep a pulse on the education affairs of their communities. I want to learn more about education around the globe through speaking with locals, seeing the schools, and shaking hands with the people responsible for implementing the systems. If you know of any outstanding (public or private) special needs schools in other parts of the world, I’d love to hear about them. If you know any education experts from around the world, I’d love to be introduced to them. Please do not hesitate to share your thoughts or ideas. Read more about my mission.
Sunday, April 24, 2011
8th Circuit Clarifies "Reasonably Calculated To Lead To Academic Progress" And "Least Restrivctive Enviornment"
At the conclusion of a due process hearing, the administrative law judge (ALJ) determined that the child was entitled to reimbursement for tuition because the school district had failed to provide an appropriate education and the private school was appropriate. The case made its way up to the federal district court and the judge reversed the ALJ's decision on the grounds that, because all the students there had learning disabilities and received special education, it was not the least restrictive envioronment and was therefore not appropriate under federal law. The judge also found that the district could offer an appropriate program (even though, in reality, it had not done so in a timely way).
The 8th Circuit reversed the district court and explained that the student's minimal progress was not enough to show that the public school program was "reasonably calculated to lead to academic progress." The record showed that the gap in reading skills between the child and his peers continued to widen. When the child was in the sixth grade he was only reading on a first grade level - in spite of IQ tests reflecting that he was capable of a lot more. Although a school district is not obligated to maximize a child's potential, it is obligated to provide individualized education and services that will provide real educational benefit. It's still a case-by-case determination. But, in this instance, this kind of slight, barely noticeable progress for a child with average intellectual ability and a positive attitude toward school/work is not sufficient.
The court also reminded the school district that a private school placement does not have to meet all of the strict requirements that a public school might. Although federal law provides that children should be educated in the least restrictive environment, a private school does not have to satisfy this requirement in order to be appropriate. The court explained that the concept of least restrictive envionment comes from Congress wanting to prevent "relegating handicapped children to private institutions or warehousing them in special classes." But here, the private school was able to provide this child with an educational benefit and the decision to place him there was a result of the school district's failure to fulfill its obligation. Therefore, the mere fact that the school contains mostly special education students and few mainstreaming opportunities is not necessarily an impediment to reimbursement. Here it was not an impediment and the parents were awarded reimbursement.