Disability, North Carolina, IDEA Individuals with Disabilities Education Act, homelessness, McKinney-Vento Homeless Assistance Act, FAPE Free Appropriate Public Education, LRE Least Restrictive Environment, NCHEP North Carolina Homeless Education Program, education
The experience of homeless students with disabilities serves as a poignant reminder that the educational system must confront the intersection of different forms of vulnerabilities. The story revolves strategically around the inception of disability rights law and ends with the adoption of laws specifically designed to address homelessness, and in between the whole process depicts the steadily growing protection and support for people with disabilities who are navigating the complex relationship between disability and homelessness (Bock et al., 2023). Students with disabilities who are homeless may have four rights guaranteed to them by the legal framework, which is being studied through specific laws, such as the Individuals with Disabilities Education Act (IDEA) and the McKinney-Vento Homeless Assistance Act (Bock et al., 2023). Additionally, the essay will discuss the current framework and programs already in place in North Carolina to look for ways to help students in transition have access to education that is adapted to their present needs. Through exploring these dimensions, this paper aims to improve comprehension, encourage activism, and spark passion so that every student, irrespective of their disability or housing status, can have access to the education and support they deserve.
[...] This collective effort recognizes that the criminal problem homeless students present is a multifaceted problem that emerges outside classroom walls. NCHEP comprehensive services are designed to enhance the learning atmosphere of homeless students including those with disabilities so that they can meet or even exceed their expectations academically (O'Donovan & Whittle, 2023). The NCHEP contributes to the purpose of fairness and provision of possibilities by creating understanding, building capacity, and monitoring the performance of the poorest performing students in the North Carolina schooling system. [...]
[...] The IDEA focuses on the placement of all students with disabilities in a free and appropriate public education (FAPE) in the least restrictive environment (LRE) which aims at providing critical support to homeless students and at the same time fits their special needs. The McKinney-Vento Act characterizes a child as homeless if the child in question lacks a place to sleep each night or the current residence is not fixed, regular, or adequate. This definition includes different living conditions of children such as children who live in shelters, motels, cars, or those who are sharing housing with others due to loss of home or economic problems. [...]
[...] https://doi.org/10.1542/peds.2022-059885 Gargiulo, R. M. (2020). Homeless and Disabled: Rights, Responsibilities, and Recommendations for Serving Young Children with Special Needs. Early Childhood Education Journal, 357-362. https://doi.org/10.1007/s10643-006-0067-1 O'Donovan, M.-A., & Whittle, E. L. (2023). [...]
[...] Historical Importance The historical account of how students with disabilities who are homeless were gotten over is evidence of the continuing transformation of disability rights and educational laws in the United States. The situation existing before the adoption of a more comprehensive legislature like the IDEA in 1975 meant that children with disabilities faced forms of systematic exclusion as far as educational opportunities were concerned (Zhou, 2023). These children were commonly excluded from schools or even scorched from educating children altogether by being placed in under-staffed, inadequate and inferior schools that did not meet their educational requirements. [...]
[...] Furthermore, the law takes into account the unique problems homeless students, such as those with disabilities, have when it comes to educational needs and the opportunities they deserve to have at school (Gargiulo, 2020). One of the main provisions is that schools must determine which are homeless children and offer them the necessary services indiscriminately whether they have disabilities or not. This enables homeless students, including the disabled, to access the support they need to overcome the barriers to education and/or academic success. [...]
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