Standard #: 6.

Artifact #: 6.2

Artifact Name/Title/Description: Due Process Display

I have chosen the Due Process Display Assignment to reflect on my learning of the laws
that provide assistance for many people in need. Through research, I have learned a lot of crucial
information about the Public Law 94-142. The main mechanisms of P.L. 94-142 are a right to a
free and appropriate public education (FAPE), nondiscriminatory evaluation procedures,
Procedural Due Process, Individualized Education Programs (IEPs), and Least Restrictive
Environment (LRE). As a special educator, it is important to be educated on all of the laws of
special education so that students with exceptionalities are provided all of the essential supports.
Many individuals have not had exposure to the world of special education, so it is the special
educators responsibility to educate those people. For example, there may be parents who have
received the diagnosis for their childs disability, but they may not have a lot of prior knowledge
on that concept, so they need to be informed of the special services that can be provided for their
child. By educating parents of students with exceptionalities, the special educator is abiding by
standard 6.0, which states that special educators provide guidance and direction to others,
including paraeducators, tutors, volunteers, or parents. Standard 6.0 also includes the idea that
special educators understand the significance of lifelong learning and participate in professional
activities and learning communities. Special educators are responsible for being knowledgeable
and involved in the process of addressing apprehensions about special education, including Early
Resolution, Mediation, Due Process Hearing system, and the State Administrative Complaint
System.

This artifact greatly shows my growing aptitude as a special educator in training. Before
taking courses at the University of Arizona, I was not aware of the P.L. 94-142 For All
Handicapped Children Act (Act). P.L. 94-142 indicates that we are not permitted to use the word
handicapped anymore. From doing research, I have learned that we are instructed to use the
word disability because the labels are considered to be stereotyped and degrading. When one is
talking about an individual with Autism, they should not say the individual is Autistic. Instead,
the individual should be addressed as the individual with Autism. As special educators, we are
required to use this terminology to portray our care and respect for our students, especially
because their disabilities do not define who they are as human beings. It is also crucial that
special educators do research on the Section 504 Rehabilitation Act of 1973 and the supports it
provides for students. In new experiences and situations, I will be able to use the knowledge that
I have gained from this research to understand the services that my students are being provided.
Some students may be provided the 504 services if they are physically or mentally impaired. The
504 plan is considered to be a civil rights law, and not a special education law. Other students
may have IEPs, which means that they are covered under the Individuals with Disabilities
Education Act (IDEA) to provide them equality and appropriateness. In new situations and
experiences, I will use the insights I have gained from this artifact to recognize the services that
are being provided for my students and/or to determine which services should be provided for
my students.