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children, have been entitled to a free appropriate public education
(FAPE) since 1975 when the US Congress mandated public special
educational services for those with special needs through the Education
for All Handicapped Children Act, later renamed the Individuals with
Disabilities Education Act (IDEA).
IDEA was passed in response to public belief in the long-term benefit of educating children with disabilities and growing concern that states were not providing an adequate public education to these children
However, FAPE does not mean that the school is mandated to provide the "best” or “optimal” services for the child to learn and perform in the school. To decide on what “appropriate” means, the Individualized Education Plan (IEP) team and other partners must decide what is important to consider and implement for any particular child. The Supreme Court, in Board of Education of the Hendrick Hudson Central School District v Rowley, 458 US 177 (1982), held that
FAPE is satisfied when the school provides instruction individualized with enough support services to allow a child to benefit educationally. This instruction should enable the child to advance from grade to grade. IDEA does not require that each state have schools fully fulfill the potential of children with disabilities.
In 2015–16, the number of students ages 3–21 receiving special education services was 6.7 million, or 13 percent of all public school students, according to the latest statistics from the National Center for Education Statistics (NCES)
NECS also sites that approximately 95 percent of students ages 6–21 served under IDEA in fall 2015 were enrolled in regular schools. Some 3 percent of students served under IDEA were enrolled in separate schools (public or private) for students with disabilities; 1 percent were placed by their parents in regular private schools; and less than 1 percent each were home-bound or in hospitals, in separate residential facilities (public or private), or in correctional facilities.
And, of the approximately 395,000 students ages 14–21 who received special education services under IDEA exited school in 2014–15: about two-thirds (69 percent) graduated with a regular high school diploma, 18 percent dropped out, 11 percent received an alternative certificate, 1 percent reached maximum age, and less than one-half of 1 percent died.
The simple fact of the matter is, the primary goal of IEP's and or 504 plans is to make studends with disabilities 'educationally funcional' and often accomplish that goal by setting Educational Standard Mandates on students IEP's at a much lower expectations than their non-disabled, non-IEP educated peers. Which can contribute to the low number of students with disabilities who graduate from high school and continue on to higher education.
The Julianna Rose Children's Foundation goal is to fill in the gaps of IDEA and provide academic support services that will in fact aim to fulfill the potential of children with disabilities. We will provide early – age appropriate - academic support in all subjects including, S.T.E.M to meet each child's specific learning needs by providing one-on-one and group tutoring in all subjects, personalized to each students learning styles, that will enable them to not just meet their IEP/504 Educational Mandate but that will put them on a course of educational success providing them equal opportunity to excel.
We will encourage and support participation in their school S.T.E.M programs, academic clubs and school community because too often children with IEP's are in-fact separated from their peers in order to and while receiving services,
When students are not expected to attain certain academic standards, very little is done to help them try to attain them, and so they don't. Every child deserves the opportunity to achieve their very best however, when IEP/504 plans are setting the standards of what 'their best is or will be' students with disabilities are likely to only achieve those standards, never expected to do better or have future college goals.
Your support and contributions will enable us to help children with disabilities not just meet their, often set below standards, educational goals, but achieve and or exceed 100% of overall standard educational requirements. Make a difference in a child's mind.
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