1.1. This deals with the discipline of a special education student.
1.2. This ruled that the stay-put provision needs to be followed which is a student needs to stay in their current placement during administrative and court proceedings.
1.3. It also ruled that students can not be excluded for misbehavior due to their disability and that there needs to be a change of placement if the student is excluded for 10 days.
2. Cedar Rapids Community School District v. Garret F.
2.1. Dealt with related services.
2.2. It ruled that any health service that is necessary for the student has to be provided if it can be done by someone who is not a physician.
3. Schaffer v. Weast
3.1. Deals with burden of proof.
3.2. This ruled that if a parent disagrees with the instructional plans that were put in place for their child, they need explain why they feel that way.
4. Forest Grove School District v. T. A.
4.1. Deals with burden of proof.
4.2. This ruled that in some cases, parents can be reimbursed for private school tuition, even if the child did not receive special education at that school.
5. Mills v. Board of Education of District of Columbia
5.1. Ruled all students need to be educated, despite their disability.
5.2. . Set the procedures to be followed when determining if a student needs special services.
5.3. Also set procedures for what to do when a parent disagrees with school personnel.
6. Larry P. v. Riles
6.1. An African American student experienced discrimination while taking an assessment. This ruled that schools can not discriminate students while administering tests based on race.
7. Attention Deficit Disorder
7.1. A disorder that deals with children/people that have attention issues.
7.2. Can exist with or without hyperactivity.
8. Attention deficit-hyperactivity disorder
8.1. Not a category of disability in IDEA
8.2. May exist with other disorders.
8.3. Inattention.
8.4. Hyperactivity.
8.5. Impulsiveness.
9. Social and Emotional Characteristics of students with ADHD
9.1. Low self-esteem
9.2. Parents and teachers are more negative towards students with ADHD.
9.3. Difficulties handling social demands.
9.4. Difficulty judging their own social abilities.
9.5. Harder time developing and maintaining friendships.
9.6. More likely to be victims of bullying.
9.7. More likely to be rejected by peers.
10. Board of Education of the Hendrick Hudson Central School District v. Rowley
10.1. This defined Free Appropriate Public Education (FAPE).
10.2. Within special education, it ensures that the IEP is met.
10.3. The IEP is met if measures are accurately calculated, the child is receiving educational benefits, and it is developed through the acts procedures.
11. Irving Independent School District v. Tatro
11.1. This dealt with related service and ensuring that the students receive the services that they need.
11.2. Defined what a related service is.
11.3. A related service is health services that are necessary in order for a student to benefit within special education which is performed by someone who is not a physician.
12. Winkelman v. Parma City School District
12.1. Deals with burden of proof.
12.2. It ruled that parents are entitled to pursue a case in federal court without an attorney because it is a personal right under IDEA that their child is properly educated.
12.3. If the rights were only held on the children, that would be prohibited.
13. Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania
13.1. This guarantees that education is not just traditional education, the students with intellectual disabilities will have education that is specific for their needs.
13.2. Ensures that children can not be denied access to public schools and are entitled to a free education
14. Diana v. California State Board of Education
14.1. Native Languages.
14.2. A student that spoke mostly Spanish was given an IQ test in English, he performed poorly so he was placed in a class with mild intellectual disabilities. This made sure that tests must be administered in the students native language.
15. Academic Characteristics of students with ADHD
15.1. Some may be gifted or talented.
15.2. Can be successful if interventions are put into place
15.3. Difficulty with academic structure.
15.4. Difficulty with demands.
15.5. The greater the severity of their symptoms, the more they struggle in school.
16. Three behavior interventions that could be used for students with ADHD.
16.1. 1. Rewards. When a student with ADHD does something positive, giving rewards can be a great way to encourage positive behavior. It will provide them with praise and they will want to continue to do this behavior.
16.2. 2. Low-Involvement Strategies. If they are having negative behaviors, given them small and simple gestures for them to stop such as making eye contact or being in close proximity to them.
16.3. 3. Token Economy. These students could benefit from a management system that involves the whole class. Their action represent something physical.
