Adequate Access or Equal Treatment: Looking Beyond the IDEA to Section 504 in a Post-"Schaffer" Public School

Autor/in	Walker, Christopher J.
Titel	Adequate Access or Equal Treatment: Looking Beyond the IDEA to Section 504 in a Post-"Schaffer" Public School
Quelle	58 (2006), S.1563-1622 (60 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Disabilities; Special Education; Special Schools; State Schools; Public Education; Public Schools; Admission (School); Court Litigation; Federal Courts; Educational Legislation; Federal Legislation; Access to Education; Equal Education; Blindness; Deafness; California + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Staatliche Schule; Öffentliche Erziehung; Public school; Öffentliche Schule; Rechtsstreit; Bundesgerichtshof; Bildungsrecht; Schulgesetz; Bundesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Blindheit; Gehörlosigkeit; Taubstummheit; Kalifornien
Abstract	In light of the Supreme Court's decision this Term in "Schaffer v. Weast," this Note analyzes the current state of special education law and argues that parents, attorneys, and advocates should look beyond the Individuals with Disabilities Education Act (IDEA) to Section 504 in the post-"Schaffer" public school. This Note shows how these two standards operate in the context of state special schools for the blind and deaf. A state-by-state survey of thirty states' special school admission policies and practices reveals the IDEA's limitations and Section 504's potentially complementary role. Although other works have briefly compared the IDEA and Section 504, this Note is the first post-"Schaffer" comparison and also the first to use a specific policy context to demonstrate how the two statutes interact and complement each other; it is also the first published study on the exclusion of multi-disabled students from state special schools. As the state special school context illustrates, Section 504 is a powerful, yet oft-neglected, complement to the IDEA. Whereas the IDEA focuses on adequate access to a free appropriate public education (FAPE), Section 504 emphasizes equal treatment within federally funded programs. This Note advocates that policymakers and special education attorneys understand how to utilize both Section 504 and the IDEA in order to make sure that no child is left behind or otherwise excluded from educational opportunities solely on the basis of a disability. This understanding is particularly important in the post-"Schaffer" public school. Appended is: State-by-State Survey Results. (Contains 321 footnotes.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10