Ash Ese 633 Week 1 Dq 1 History and Service Delivery Options for Students with Disability

ASH ESE 633 Week 1 DQ 1 History and Service
Delivery Options for Students with Disability

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This discussion is your opportunity to achieve
the week’s learning objective to examine the
history and service delivery options for
students with a disability. This discussion
aligns with Course Learning Outcome 3 and
reinforces MAED Program Learning Outcome
2.
This week’s readings provided you with a look

into the history of individuals who addressed
the academic interests of children with
disabilities. These individuals accepted many
roles during the process because often there
were no legal safeguards against social,
academic, or legal injustices.
Starting in the United States in the 1960s,
advocates for children with disabilities began
a strong campaign for equality. The Education
for All Handicapped Children Act (EAHCA)
was passed in 1975 with reauthorizations,
updates, and refinements occurring
continuously. Contemporary special
educators continue to serve in multiple roles
advocating for equality in schools,
communities, and workplaces. Although the
federally mandated role of special educators
has evolved notably, public education for
children with disabilities continues to be a
dynamic and progressive area of practice.
Initial Post - Begin by reading Chapter 1 in
Murawski and Spenser (2011). Next, using the
Ashford University Library or another source

for scholarly, conduct additional research to
explore the trends since 1950 in the United
States related to service and delivery options
for students with disabilities.
Then, construct a one paragraph response for
each of the following: (a) examine how the
special educator’s role has evolved as student
rights have changed, including consideration
for compulsory education, education
placement, and education...