Individuals With Disabilities Education Act: A Conceptual Analysis

Federal laws governing special education students require that they receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE). The Individuals with Disabilities Education Act (IDEA) protects the rights of students with disabilities and allows parents to develop an appropriate education for their child. Under this act, schools also receive funding for special educational services. The state of Texas has its additional set of guidelines that schools must follow. These rules are established in the Texas Education Code (TEC) and the Texas Administrative Code (TAC) (Texas Education Agency, n.d.). TEC provides details about the process of creating an Individualized Education Program (IEP), student criteria

I believe that the Individuals with Disabilities Act (IDEA) is one of the most important pieces of legislation enacted by the federal government. IDEA has six principal components. First, under IDEA, students with disabilities cannot be excluded from receiving a public education. Additionally, schools must provide students with fair and unbiased assessments in all areas of suspected disability. This evaluation should use nondiscriminatory assessments to gather and measure data. IDEA mandates that schools must provide students with a free and individualized educational program (IEP) in the least restrictive environment (LRE). To the greatest extend possible; students with disabilities must be educated with their nondisabled peers. Furthermore,

In order to create a learning environment where each student can effectively learn, “educational professionals and parents need to be able to understand federal requirements for individualized education program (IEP) meeting. Educational professionals and parents need to have an understanding of the principles behind the Individuals with Disabilities Education Act (IDEA). The principles include; zero reject, nondiscriminatory evaluation, individualized and appropriate education, least restrictive environment, procedural due process, and parent participation. The article discusses the importance of these principles during IEP meetings by examining six things that should never be said during an IEP meeting during six different scenarios.

Individual Educational Plans (IEPS) are a way in which teachers and the school system can address special services that provide programs for children with delayed skills or disabilities. A child that has difficulty learning and functioning and may be identified as a special needs student is the type of candidate for an IEP. However, in order for there to be a fairer way to administer and develop programs so that children may take advantage of them, there is a process and set of procedures necessary prior to implementing the IEP that is important so that fairness and equality are assured. In fact, one of the Special Education Standards, III, notes "The special education teacher knows how to communicate and collaborate effectively in a variety of professional settings." (See Ahearn, 2006).

In the world today there are millions of students ages 6-21 that have some type of disability. These disabilities consist of specific learning disability, speech or language impairment, emotional disturbance, orthopedic impairments, intellectual disabilities, multiple disabilities, visual impairments, traumatic brain injury, deaf-blindness, developmental delay, hearing impairments, autism, and other health impairments. These students received special education services under the Individuals with Disabilities Education Act (IDEA). Under the IDEA there are many regulations such as the Individual Education Program (IEP). In this paper we will discuss the history if an IEP, the definition of an IEP, who constructs an IEP, the components of an IEP,

The Individuals with Disabilities Education Act (IDEA) is a United States Federal law that controls how understudies with incapacities are distinguished and how they will get custom curriculum administrations through their neighborhood government funded educational system. Congress passed the first form of this law in 1975, illustrating custom curriculum administrations as the Education for All Handicapped Children Act. This law has been overhauled a few times from that point forward, with the last two updates called the Individuals with Disabilities Education Act (IDEA) in 1990, and the Individual with Disabilities Education Improvement Act in 2004, which is the latest amendment. Youngsters between the ages of 3 and 21, who meet the qualification

The Individuals with Disabilities Education Act and the Meaning of “Free Appropriate Public Education” for Students with Disabilities is detailed below:

Today, there are many students who receive special services; therefore, as an educator it will be important to learn more about a student’s disability or accommodations to providing the proper instructional environment that will meet the needs of the student. As educators, communication among all team members must be communicated effectively when it involves working with students who qualify for special education services. When inconsistencies and poor lack of miscommunication or negligence on behalf of educators who fail to meet the accommodations or settings of students with special services, severe consequences may result for failure to comply with federal laws under the Individuals with Disabilities Education Act (IDEA). It is the responsibility of educator to follow and meet all guidelines that fall under their school district and learning who to contact when questions arise regarding student’s with IEPs when in doubt.

In 1997 and then later improved in 2004, The Individuals with Disabilities Education Act summarized the framework of the individualized education program (IEP). This individualized program is used to document and provide an outline for the educational needs of a special needs student, their educational placement,

Although the legal priority for inclusion can be traced to several moves made by the Supreme Court starting in the 1950’s, it was really the parents of children with disabilities that encouraged legislators to adopt the Education for All Handicapped Children Act (EAHCA) in 1975. This legislation required school districts to include and educate students with special needs and to create specialized academic plans for them. In 1990, EAHCA was renamed The Individuals with Disabilities Education Act, or IDEA (idea). This is the name most people are familiar with. With such honorable beginnings, it makes sense that the individualized education program (IEP), or sometimes called individual education plan, process was intended to be centered on the

Prior to tailoring learning to the student’s needs, it deems necessary to establish the Specific Learning Disabilities (SLD) through additional testing and a specialized team observations. Once students are labeled as needing special education teachers can create specific problems

These students are either in self-contained settings or in general education classes with resource room or related services or, more increasingly, in inclusion classes in which special and general education students are mixed.The teachers or special educators must meet certain requirements and pass certification standards that may differ from general education teachers in their age-based license area. This law also provides strict guidelines for the creation, maintenance, and evaluation of a student’s Individual Education Program, or IEP.

Before the Individuals with Disabilities Education Act (IDEA) was enacted, there were little resources for people with disabilities, though IDEA has changed all of that. The U. S. Department of Education (2015) stated “This law had a dramatic, positive impact on millions of children with disabilities in every state and each local community across the country” (Public Law 94-142, para. 1). The IDEA has provided millions of recipients the education and care necessary for them to be productive citizens. There are six guiding principles of the IDEA; Zero Reject, Free Appropriate Public Education (FAPE), Protection in Evaluation Provisions (PEP), Least Restrictive Environment, Procedural Safeguards, and Parent Participation.

In the journal article, “Changing Instruction to Increase Achievement for Students with Moderate to Severe Intellectual Disabilities”, the author describes the strategies and skills that teachers can employ to make an instructional change in the classroom. As the author describes in the article, recognizing that an instructional change needs to be made, is different than having the skills to change the instruction. Educators are making great strides to cover the content demanded by the Common Core Standards, but often need support in adjusting the classroom instruction.

One of the primary objectives of special education is to assist student on getting. A functional curriculum includes a myriad of skills that help prepare students with LD to live independently. These skills may include independent, vocational, communication and social that are necessary for future living (Flexer, Baer, Luft, & Simmons, 2012). It is important that the curriculum taught in inclusive environments that meet the needs of students with LD and if the students are participating in the general classroom they can still place in programs that modified in functional, life skills, and goals are included in the instruction.