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ERIC Number: EJ879543
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0014-4029
Evolving Interpretations of Educational Equity and Students with Disabilities
McLaughlin, Margaret J.
Exceptional Children, v76 n3 p265-278 Spr 2010
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.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education; Elementary and Secondary Education Act Title I; Individuals with Disabilities Education Act; No Child Left Behind Act 2001