Explain the specifics of PL 94-142 the Individuals with Disabilities Education Act (IDEA) and the guidelines it provides for working with students with exceptionalities.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
PL 94-142 and the Individuals with Disabilities Education Act (IDEA)
Overview of PL 94-142
Public Law 94-142, also known as the Education for All Handicapped Children Act, was enacted in 1975 to ensure that children with disabilities have the right to a free appropriate public education (FAPE). This landmark legislation laid the groundwork for the Individuals with Disabilities Education Act (IDEA), which has undergone several amendments and reauthorizations since its inception. The primary goal of IDEA is to provide students with disabilities the same educational opportunities as their non-disabled peers.
Key Provisions of PL 94-142 / IDEA
1. Free Appropriate Public Education (FAPE):
– Every child with a disability is entitled to receive a FAPE, which means educational services must be provided at no cost to the family.
– Education must be tailored to meet the individual needs of the child, ensuring that they make meaningful progress.
2. Individualized Education Program (IEP):
– An IEP is a legally binding document created for each student with a disability. It outlines the student’s educational goals, the special education services they will receive, and how progress will be measured.
– IEPs must be developed collaboratively by a team that includes educators, parents, and specialists.
3. Least Restrictive Environment (LRE):
– Students with disabilities should be educated in the least restrictive environment possible. This means they should learn alongside their non-disabled peers to the maximum extent appropriate.
– Schools must provide necessary supports and services to facilitate inclusion.
4. Parent Participation:
– Parents have the right to be involved in all aspects of their child’s education, including the development of the IEP and decisions about placements.
– Schools must ensure that parents are informed and consulted throughout the process.
5. Non-Discriminatory Evaluation:
– Students suspected of having a disability must undergo a comprehensive evaluation using appropriate assessment tools that are not biased against any cultural or linguistic group.
– Evaluations must assess all areas related to the suspected disability.
6. Transition Services:
– IDEA requires that students with disabilities receive transition services to prepare them for life after high school. This includes planning for post-secondary education, vocational training, employment, and independent living.
– Transition planning should begin no later than age 16, and it involves collaboration among students, families, educators, and community agencies.
Guidelines for Working with Students with Exceptionalities
1. Collaboration:
– Educators should work closely with special education teachers, therapists, and other professionals to address the unique needs of students with exceptionalities. Collaborative practices enhance service delivery and support.
2. Differentiated Instruction:
– Teachers should employ differentiated instructional strategies to accommodate diverse learning styles and abilities within the classroom. This may include modifying content, processes, or products based on individual student needs.
3. Behavioral Support:
– Implementing positive behavioral interventions and supports (PBIS) can help manage challenging behaviors associated with certain disabilities. Creating a supportive classroom environment encourages positive behavior and engagement.
4. Regular Progress Monitoring:
– Teachers should regularly assess student progress towards IEP goals using appropriate benchmarks and assessment tools. This data informs instruction and helps determine if changes are necessary.
5. Professional Development:
– Educators should seek ongoing professional development related to special education practices, legal requirements under IDEA, and strategies for effectively teaching students with exceptionalities.
6. Cultural Competence:
– Understanding and respecting the cultural background of students with disabilities is essential for effective teaching. Educators should tailor their approaches to align with students’ cultural contexts.
Conclusion
PL 94-142, which evolved into the Individuals with Disabilities Education Act (IDEA), fundamentally transformed educational opportunities for students with exceptionalities by ensuring their right to a free appropriate public education. By establishing guidelines such as FAPE, IEP development, least restrictive environment, parent participation, non-discriminatory evaluation, and transition services, IDEA provides a framework for educators to effectively support these students. Implementing collaborative practices, differentiated instruction, behavioral support, progress monitoring, professional development, and cultural competence will enable educators to create inclusive classrooms that meet the diverse needs of all learners.
