22 Addressing the Needs of Students with Disabilities (22/7) -- Introduction to Education

22 Addressing the Needs of Students with Disabilities 12 Addressing the Needs of Students with Disabilities Chapter Outline Response to Intervention (RtI) Response to Intervention (RtI) is a tiered model designed to help identify and support students with learning and behavior needs. The RtI framework consists of three tiers, referred to as Tier 1, Tier 2, and Tier 3. We will examine this framework in the next few paragraphs. The Rehabilitation Act established a very broad definition of disability in 1973, which was subsequently incorporated into the Americans with Disabilities Act (ADA) in 1990. Any individual who has an impairment that significantly impacts their ability to perform a major life function (such as walking, speaking, learning, or sitting) is defined as an individual with a disability and receives protection under these two laws (Rehabilitation Act, 1973). The Rehabilitation Act and ADA are civil rights laws that evolved from the Civil Rights Act of 1964 and extend the protections of educational access and equal opportunity to individuals with disabilities. Broadly, the Rehabilitation Act addresses disability-related discrimination by any institution that receives public funding and Section 504 of the Rehabilitation Act specifically applies to schools, including institutions of higher education. The ADA provides protections in all public facilities other than churches and private clubs (Smith, 2001). Generally speaking, educators implement the protections of Section 504 of the Rehabilitation Act and the ADA by providing accommodations that allow students with disabilities to fully access curricular materials and physical spaces. In most cases, accommodations provided through Section 504 are specific to the needs of the individual student and are documented in a 504 plan. Examples include providing technology with speech-to-text features for a student with physical impairments that significantly impact writing or a chair with armrests for a student who needs additional support for core stability. Conversely in school settings, ADA supports are often proactively added to public spaces and materials to provide accessibility for all. Examples include closed captioning of videos, curb cuts, ramps or elevators, and fire alarms that provide both auditory and visual alerts. In contrast to the Rehabilitation Act and ADA, the Individuals with Disabilities Education Improvement Act (IDEIA) has a much more specific definition of disability. An individual must have characteristics that align with one or more of 14 eligibility categories (referenced in Table 2.2) and those characteristics must have a negative impact on learning. A very specific evaluation process is used to determine if a student qualifies for services under the IDEIA. Table 2.2: Categories of Disability under the Individuals with Disabilities Education Improvement Act | | The IDEIA provides protections to students between the ages of 3 and 21, though the protections are discont