This discussion is your opportunity to achieve the week’s learning objective to . This discussion aligns with Course Learning Outcome 3. 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. Begin by reading Chapter 1 in Murawski and Spenser (2011). Next, using the Ashford University Library or another source for scholarly writings, 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 rights protected by federal law; (b) examine trends in special education
and the special educators’ role in public education historically and hypothesize how that role might change in the next decade; and (c) identify leaders and other notable figures who have advanced legislation for and practice of special education since the 1950s. Post replies to at least peers before the close date of this discussion. In your replies, consider asking questions of peers about their responses to encourage further conversation. In replies to peers, you might consider how your peers’ hypotheses for the future role of the special education teacher vary from your own. Thinking critically, you might consider some reasons why your hypotheses differ. You might also consider which notable figures you chose to highlight in comparison with those your peers chose and why your selections may have differed. Though two replies is the basic expectation, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion for deeper engagement and learning. This will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic. CCRInternational (2009, May 22). [Video file]. Retrieved from londonessays.com CPP, Inc. (2014, March 5). [Video file]. Retrieved from londonessays.com JD. (2011, March 11). . Retrieved from londonessays.com Oudeh, G. W., & Oudeh, N. (2006). . Ottawa: CCR International Hull, M. (2006). [Photograph]. Retrieved from londonessays.com Windel, R., & Warren, S. (n.d.). . Retrieved from londonessays.com