Patchwork Project
August 2010
As The School Year Approaches
The Patchwork Project plans to follow a number of children with disabilities throughout the 2010 – 2011 school year, with a focus on the experience of special education for the child with a disability from the perspective of families and family systems.
What is the state of special education today in northwest Ohio? How do things stand now, thirty-five years after federal law first afforded disabled children the right to attend public school at all, and twenty years after the 1990 passage of the Individuals with Disabilities Education Act (I.D.E.A.).
Our focus of attention with each of the families participating in the Patchwork Project is twofold. First, how are special education services being provided in various local school districts, particularly in terms of developing and implementing individual educational plans (IEP’s) for children with disabilities. Equally important, we are interested in assessing the degree to which parents are being afforded meaningful participation in the educational planning and decision making for their children.
Real names and personal identifiers of individuals and school districts will either be redacted or changed in all of the posted Patchwork Project narratives, reports, or exhibits. No actual names of individuals or entities will be identified until an as yet undetermined time following the end of the 2010 – 2011 school year.
August 2010
As The School Year Approaches
The Patchwork Project plans to follow a number of children with disabilities throughout the 2010 – 2011 school year, with a focus on the experience of special education for the child with a disability from the perspective of families and family systems.
What is the state of special education today in northwest Ohio? How do things stand now, thirty-five years after federal law first afforded disabled children the right to attend public school at all, and twenty years after the 1990 passage of the Individuals with Disabilities Education Act (I.D.E.A.).
Our focus of attention with each of the families participating in the Patchwork Project is twofold. First, how are special education services being provided in various local school districts, particularly in terms of developing and implementing individual educational plans (IEP’s) for children with disabilities. Equally important, we are interested in assessing the degree to which parents are being afforded meaningful participation in the educational planning and decision making for their children.
Real names and personal identifiers of individuals and school districts will either be redacted or changed in all of the posted Patchwork Project narratives, reports, or exhibits. No actual names of individuals or entities will be identified until an as yet undetermined time following the end of the 2010 – 2011 school year.
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