Laws/Types of Schooling - ASL 2

Vocational Rehabilitation Act of 1965

• Authorized interpreting as a service for d/Deaf clients

• Interpreters were paid for the first time

Rehabilitation Act of 1973

• Civil rights law to prohibit discrimination on the basis of disability and activities, public, and private that receive federal financial assistance

• Requires federal agencies to provide reasonable accommodations to qualified employees and applications with disabilities unless to do so would cause undo hardship (action requiring significant difficulty or expense)

• Federally funded

• Protects individuals with disabilities while they are working or participating in programs receiving federal financial assistance

Individuals with Disabilities Education Act of 1975

• Requires public schools to provide a free and appropriate public education (FAPE) to eligible students ages 3-21

• IEP provides specialized instruction and related supportive services. IEPs must be individualized to meet a student’s unique needs

• Least Restrictive Environment (LRE): d/Deaf students are placed in regular classrooms with peers as much as possible and are only separated if absolutely necessary for learning

• Mainstreaming: When students with disabilities spend part or all of their day in general classes with peers that don’t have disabilities. Helps students feel more included while getting the extra help they need

• Mainstreaming has been controversial as there are many forms of mainstreaming

Court Interpreters Act of 1978

• Mandates the use of certified interpreters when a non-English speaking litigate is involved in federal court actions

Americans with Disabilities Act of 1990

• Signed by President George W. Bush

• Defines disability as both a physical and mental impairment that substantially limits one or more major life activities

• Prohibits discrimination against people with disabilities in public services, employment, public accommodations. telecommunications, and/or requiring accessible environments and accommodations

• Does NOT give the disabled an advantage, only attempts to create equality

Forms of Mainstreaming: Regular Classroom

• Highest form of LRE

• Goal for disabled students

• Student is in a regular classroom with non-disabled peers

• Little to no additional support services provided

Forms of Mainstreaming: Regular Classroom with Supports

• Student is still in a regular classroom with non-disabled students, but there is some support in addition to classroom teachers

• Support can come from an additional teacher, teacher consultant, or teacher of the deaf, speech/language specialist, or interpreter

• Support may be provided within the classroom where they would co-teach or the student would meet with them after or outside of class

Forms of Mainstreaming: Resource Room

• Student is still in a regular classroom with non-disabled students

• Students leave the classroom for designated periods to receive instructions, where they may be with other students of the same or similar disabilities or with other disabled students

Forms of Mainstreaming: Self-Contained Classroom

• Highest form of MRE (Most Restrictive Environment)

• Student is in a class completely separate from a regular classroom setting with a specialized teacher

Early Intervention

• Programs typically for disabled children from birth to age 4

• Aims to develop early language and communication skills and provide support and resources for parents

• Can be provided by organizations such as public schools, government (health and human services departments), residential schools, and private organizations

• Can be either inclusive or specific to a certain disability

Residential Schools

• A school where students typically live full-time while attending

• Can be either private or public

• All students in the school are deaf or HOH

• Students are often educated by deaf teachers or teachers trained in deafness

• Some residential schools offer day-only options for students that are able to commute from home

Pros to Residential Schools

• Students will be around other deaf and HOH students

• Education is tailored to the needs of the deaf and HOH

• Schools often incorporate sign language

• Most offer a variety of extracurriculars the interact with other deaf residential schools, which help foster a larger Deaf community for the student

• Students build relationships and are involved in Deaf culture and community

• There is access to strong deaf role models

Cons to Residential Schools

• Students are away from home and families for long periods of time

• Children can feel isolated from their families

• There may be expenses involved in this type of schooling

Oral Day Schools or Sign Day Schools

• Oral Day Schools focus more on auditory schools and do not use sign language

• Sign Day Schools use sign language

• They provide education for deaf or HOH students, but are day schools and students return home each day

Pros to Oral Day Schools or Sign Day Schools

• Students will be around other deaf and HOH students

• Education is tailored to the needs of the deaf and HOH

• There may be additional pros-similar to those of residential schools

Cons to Oral Day Schools or Sign Day Schools

• The availability and locations of these types of schools may eliminate them as an option for families who don’t live near one. They are often located in higher populated areas, like metropolitan cities

• There may be expenses involved in this type of schooling