Individuals With Disabilities Education Act (IEP)

This article focuses on the many forms of technology in relation to special education. The article discusses the “high” and “low” forms of technology that is available for students with special needs to help “bypass” or “compensate” for their disabilities. The article goes on to survey the current status of assistive technology for the special education population. In the end, the article uncovers that the use of assistive technology for the special education population is promising though uncertain. Assistive technology has proven to be beneficial for students with learning disabilities, as it would empower them to work beyond their normal capabilities (Lewis, 1998).

Imagine you are young teenage girl in the high school setting. You look the same as everyone else. Nothing on the outside appears to be abnormal. You want to be included and do everything else the other students are doing. However, you have this learning disability no one knows about except for you, your parents, the exceptional educator, and now your general education teachers. It’s not easy being different wanting to do everything the other students are doing. Well, this is why mainstreaming and inclusion are important for these students. They want to be successful like everyone else. They want to fit in. They want to go to the general education classes with everyone else. Leading up to this is why Individual Education Plans

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

Chapter one discusses the concept of “all means all” and the creation, revision, and amendments to the Individuals with Disabilities Education Act. This act addresses the responsibilities of educators as they ensure that all students are receiving access and support to the same curriculum as their peers. Idea requires that all eligible students have an IEP and that they are educated in the least restrictive environment as possible.

The Individuals with Disabilities Education Act, also known as IDEA was originally created in 1975 to ensure that children with disabilities were given the opportunity to receive a free and adequate education. IDEA has been revised and many times since 1975, the most recent being in 2004. IDEA consists of parts A, B, C, and D. Part A outlines the basic foundation, and defines terms used throughout the act. Part B outlines the responsibilities of schools to educate students aged 3-21.

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,

Both anti-discrimination laws and other legislation regulate the practice of school psychology. The Individuals with Disabilities Education Improvement Act (IDEIA) – 2004 provides the rights and responsibilities of the children, parents, schools, and states in evaluation, assessment, and placement of individuals in special education. Informed consent is required prior to both evaluation and placement. Nondiscriminatory and appropriate evaluation in the child’s native language is required by IDEIA. School must place the student in the least restrictive environment. Reevaluation of the student and the placement must be occur every three years, with the Individualized Education Plan (IEP) being reviewed annually. IDEIA includes a provision referred

In the first lecture that outlined the IEP rules and regulations I was surprised to learn about three things. The first was that all IEPs must be in effect by the beginning of the school year and should happen immediately following an IEP being written. As an administrator, I would start each year by reviewing the IEPs and ensuring that my intervention specialists review the IEPs with general education teachers. I would also want to check with general education teachers and intervention specialists periodically to ensure that special education services were being followed and goals were being met within the classroom. This would help to stop any potential lawsuits from arising and would make sure the law was being followed. The next thing that I did not realize was that throughout the IEP content that there was a section entitled “present levels of performance” that uses parent friendly language. The parental language is really crucial to zoom in on as an administrator because it helps solidify a relationship with the parent and also secures that parents truly understand what is happening with their child. If I were an administrator then I would make sure my intervention specialists were writing all IEPs in language that any person could understand for this reason. Lastly, I did not realize that when evaluating the progress of an IEP that one must use research-based data as documentation. I was under the impression that observation and teacher input could be used

Up until age 21, children with disabilities are covered by the Individuals with Disabilities Education Act (IDEA), which was first enacted in 1975 and most recently revised in 2004. IDEA mandates that every state provides children with disabilities a free public education that meets their individual and unique needs (Autism speaks toolkit, 2015). Many families with children with ASD have spent years navigating the school system in order to maximize their child’s potential under this Act. Children with ASD can receive various services included special education, speech-language therapy, occupational therapy, or mental health counseling. When the school years are over, many adolescents may lose these support services that they have become

The Individuals with Disabilities Education Act is an act introduced by Senator Tom Harkin (D-IA) on October 31, 1989. IDEA was signed into law almost a year later by President George H.W. Bush. The Purpose of the Individuals with Disabilities Education Act is to give students with disabilities the rights and educational opportunities as children without disabilities.

2- On the other hand, IEP provide services for children from 3 to 21 years. IEP includes a report of information about the child’s present levels of educational performance, strengths, needs and participation in appropriate activities. IEP measure outcomes designed to ensure the child participate and make progress in the curriculum and appropriate activities with his/her peers.

Summary of issue #1: Drew has been in the public school system for four years and he has started some disruptive behaviors since second year which has affected in his education. The school has tried to create IEP’s, but according the parents those plans were not effective. According to the facts of the case the IEP’s that was created for Drew has been repeated three years with less or no changes and the parents believe it is the reason why their son had no progress in his education. As soon as the child was enrolled in the private school he shows a progress in his education.

The Individuals with Disabilities Education Act (IDEA) is a United States federal law that consents of four categories outlining how public agencies and individual states ensures that students with various disabilities are provided a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) that is conditioned to their specific needs regardless of their ability. This act mandates tailored services, educational modifications, and the main objective for these children throughout the nation is to supply them with the same possibility of getting an education as those who do not have a disability until the age of 21.

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)