nclude disabled students in any and all ways possible in order to help them adapt to a social environment as normal as is possible.PL 94-142 states that all disabled students are guaranteed a FAPE (free and public education). With this comes the formulation of an IEP (individualized education plan). This grants students a goal guided objective list for their education. The IEP team constructs a vision for the student, one year at a time. This vision projects past one year, however, and gives insight as to where the student may be in several years. Next, the IEP lists the students current performance levels in relation to norms correlating with age and grade. Also on the IEP are goals and objectives, specific measurable goals which the team projects that the student will be able to attain over the course of that year. In addition, Ohio requires that by age sixteen, all students must be provided, or help to form a transition plan for making the switch to adult living, be it post-secondary education or vocational training, or skills for finding and keeping a job and maintaining a daily home life, with or without the assistance of others, disabled or not.Will we agree with each other?Is there a universal answer, or is it relative?We as a society have developed our answer to this question: PL 94-142. This law states that no disabled person may be excluded from a FAPE. Students receiving an evaluation, which may include standardized or criterion evaluations, along with vision or hearing screenings, will be evaluated without bias: they will take evaluations in their own language, and tests will be free from ethnic, racial, or otherwise discriminatory elements. All students will be given an IEP. This plan is constructed by a team of teachers, parents, administrators, and other specialists who ultimately seek to guide the individual and allow him to fulfill his greatest potential. The student will likely also be involved in this process if pos...
