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2: Accessible Education

  • Page ID
    277716
  • This page is a draft and under active development. Please forward any questions, comments, and/or feedback to the ASCCC OERI (oeri@asccc.org).

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    Learning Objectives
    • Understand the history and impact of the Individual with Disabilities Education Act (IDEA).
    • Compare accommodations and modification in instruction to meet individual student needs.
    • Describe Response to Intervention (RTI) and its benefits.
    • Identify the roles and responsibilities of those who work in making education accessible.
    • Compare and contrast the key principles of language-first vs. identify-first language.

    The Individuals with Disabilities Education Act (IDEA) highlights the importance of equitable access to education for all children, particularly those with disabilities. Initially enacted in 1975 and reauthorized several times, IDEA mandates that public schools provide free and appropriate public education (FAPE) in the least restrictive environment (LRE) possible. This ensures that children with disabilities can access the general education curriculum alongside their peers with necessary support (U.S. Department of Education, 2020). IDEA emphasizes the development of individualized education programs (IEPs) that outline specific goals, accommodations, and modifications tailored to each child's unique needs. This individualized approach aligns with Gardner's theory, recognizing that each child has different intelligences and learning styles.


    This page titled 2: Accessible Education is shared under a CC BY-SA 4.0 license and was authored, remixed, and/or curated by Kerry Diaz & Tenessa Sanchez.