Cummulative Work-Case Law Studies

Analyzing case laws helps educators understand the legal framework surrounding special education, including students’ rights and the responsibilities of schools. They provide real-world examples of how laws are applied, offering insights into best practices and potential pitfalls in the implementation of special education services. This knowledge empowers special education teachers to advocate for their students and ensure compliance with legal requirements, leading to better educational outcomes.

Throughout this course, you have read articles and analyzed several key cases impacting today’s special education teachers. In this cumulative assignment, you will discuss one case law in detail.

Step 1. Review

Review the case laws presented in this course. Select one case law to discuss.

Step 2. Write

Write a 1-1 1/2 page detailed analysis of your selected case law. The analysis must include:

• Name and date of law
• Summary of the case
• This should include specific details related to the child, services the school attempted to offer, resolution measures attempt, and the specific complaint(s).
• Key components of the case
• Reference specific details outlined in the summary and include explanations of your reasoning.
• Take-aways learned from this case
• This should include a reflection on what you will take away from this court case. How will it impact your personal practice in the classroom?

Step 3. Review

Review your work and the rubric. Rubric attached

Board of Education of Albuquerque Public Schools v. Maez et al. (2016)

Background: M.M. is a thirteen-year-old student who is autistic. He does not speak and has no functional communication system. M.M. attended Lyndon B. Johnson Middle School within APS for the 2015-2016 school year as a sixth grader. During that school year, Defendants demanded that APS move M.M. into another classroom known asEmerging Autism rather than the Intensive Support Program (ISP)classroom in which he was enrolled. APSs position was that M.M.s global deficits would be best addressed within the classroom in which he was enrolled, which was labeled as an Intensive Support Program (ISP). These global deficits included delays in cognitive abilities, sensory processing, behavior skills and communication which could not be explained by the presence of autism alone.

https://le-lms-it-resources.s3.us-east-2.amazonaws.com/it-6600/6600-documents/6600+Board+of+Ed+Albuquerque+v+Maez.pdf