Individuals With Disabilities Education Act Analysis

1160 WordsOct 22, 20175 Pages
The Individuals with Disabilities Education Act (IDEA) originated from an act that was first enacted in 1975 which was later expanded to IDEA in 1990 and was amended a few times into its current form in 2011. “This legislation was designed to ensure that all children with disabilities receive an appropriate education through special education and related services(Vaughn, 2018, p. 7).” The major provisions that should be known and followed by districts, schools, and teachers to ensure that all students are incorporated into an appropriate setting in the school system are: Zero Reject Nondiscriminatory Identification and Evaluation Fee Appropriate Public Education (FAPE) Least Restrictive Environment (LRE) Procedural Safeguards Parent and…show more content…
The inclusion classroom has many advantages and disadvantages for the SPED and general education students, with “many factors influencing the effectiveness of inclusion(Vaughn, 2018, p. 37)” and based on my experiences the most important factor is the placement of each student to where they can be successful without slowing down or disrupting the learning of all students. Consequently, “inclusive settings can be effective for some, although not all, students with disabilities(Vaughn, 2018, p. 37).” Observed advantages for SPED students include exposure to on level content, higher order social interaction, observing appropriate(hopefully) classroom behavior; and if successful with content, greater confidence and feeling of self worth. General education students build acceptance and tolerance for others, have opportunities for peer tutoring, and have access to additional personnel for more intensive instruction. In contrast, classrooms with placement issues lead to many disadvantages which slows down the classroom for on level students but is still too fast for SPED students, consequently becoming a disservice to both groups. Behavioral problems arise due to high level student boredom and/or struggling students giving up resulting in distractions to other students and taking away instructional time while the teacher manages the disruptors. Due to lack of success, struggling students also experience confidence issues and a deterioration of their mental
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