Service Animals for Students with Disabilities under IDEA and Section 504 of the Rehabilitation Act of 1973

Autor/inn/en	Berry, Jennifer; Katsiyannis, Antonis
Titel	Service Animals for Students with Disabilities under IDEA and Section 504 of the Rehabilitation Act of 1973
Quelle	In: Intervention in School and Clinic, 47 (2012) 5, S.312-315 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451211430122
Schlagwörter	Disabilities; Special Education; Individualized Instruction; Related Services (Special Education); Autism; Individualized Education Programs; Educational Benefits; Public Education; Courts; Federal Legislation; Educational Legislation; Academic Accommodations (Disabilities); Animals + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualisierender Unterricht; Autismus; Individualized education program; Individualisierendes Lernen; Bildungsertrag; Öffentliche Erziehung; Court; Gerichtshof; Bundesrecht; Bildungsrecht; Schulgesetz; Animal; Tier; Tiere
Abstract	In 2007, services under the Individuals with Disabilities Education Improvement Act were provided to almost 6 million students with disabilities (Data Accountability Center, 2011). By virtue of their eligibility, these students were entitled to a "free and appropriate public education" (FAPE). To ensure that students receive FAPE, districts must follow procedures in developing the an individualized education program (IEP), and the services outlined in the IEP must be carefully designed to provide educational benefit. These services include special education and related services as well as supplemental aids and services, modifications and accommodations, and supports for personnel (Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Related services include developmental, corrective, and other supportive services as needed to assist a child with a disability to benefit from special education. Similarly, students covered under Section 504 of the Americans with Disabilities Act (ADA, 1990) are entitled to FAPE, which may involve the use of supplementary aids and services (and reasonable accommodations). One such support that has been the subject of recent case law is the use of service dogs, particularly for students with autism. Service dogs for students with autism serve purposes such as safety and therapeutic benefits (Modlin, 2000). Although there is still much needed research to establish the efficacy of the use of service dogs, courts have been increasingly asked to rule on the issue. The purpose of this report is to review relevant federal legislation and case law as it applies to the use of service dogs. (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10