Evolving interpretations of educational equity and students with disabilities.(Report): An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 2010. The length of the article is 8663 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

From the author: 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 for students with disabilities and a model that acknowledges different interpretations of equity for some students with disabilities.

Citation Details
Title: Evolving interpretations of educational equity and students with disabilities.(Report)
Author: Margaret J. McLaughlin
Publication:Exceptional Children (Magazine/Journal)
Date: March 22, 2010
Publisher: Council for Exceptional Children
Volume: 76 Issue: 3 Page: 265(14)

Article Type: Report

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