“So, do not underestimate the strength of this black hole, and the power of federal monies – education and Medicaid – to create and sustain the energy force that entraps and holds these children. Do notice how few honest steps are taken to bring about real reform – ones that would actually, and effectively, educate American children in general, and special education students, in particular. The most shocking and inexcusable aspect of the pretense, the mouth-service, given to “accountability,” is the dearth of professionals who actively attempt to get  students OUT of Special Education. Few see any value in specifically structuring special education programs towards ‘repairing’ and releasing children; few feel any urge to commend an exiting child; few see the importance of choosing curriculum and methods that would prevent the need for such programs in the first place” (Linda Schrock Taylor). 

“Prior to 1975, educational opportunities for handicapped children were haphazard, and, more often, nonexistent. Congress tried to assist the States, but these efforts proved unsatisfactory. To help the States respond more effectively, Congress passed the Education For All Handicapped Children Act of 1975 (EHA) to assure that every handicapped child received a

The Kennedy family advocated for retarded citizens. This is Mrs. Kennedy. Her husband was President John Kennedy, and he too advocated for rights of children.

“free appropriate public education.”

University of Puget Sound Law Review [Vol. 7:183] 

IDEA 2004: “The State must have in effect, consistent with the purposes of 34 CFR Part 300 and with section 618(d) of the Act, policies and procedures designed to prevent the inappropriate overidentification or disproportionate representation by race and ethnicity of children as children with disabilities, including children with disabilities with a particular impairment described in 34 CFR 300.8 of the IDEA regulations.[34 CFR 300.173] [20 U.S.C. 1412(a)(24)]“  (Legacy 2007)

Dr. John M. Panagos []

Keepers of the Light: “Don’t needlessly place children in special education!”

Prior Post:  “In 2009, the National Association of School Psychologists published an article by Sullivan et al. on school education disproportionality (School Psychologist)…over-represented groups are disproportionately affected by negative consequences associated with special education labeling and placement, including stigmatization, lowered expectations, substandard instruction, and less rigorous curriculum, as well as isolation from the educational and social curriculum of general education…We have a legal and ethical duty to ensure that students are not misidentified for special education and to ensure that all students have equitable opportunities to succeed.”


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