Diversity and Inclusion

In 1990, the Individuals with Disabilities Education Act (IDEA) replaced the Education for All Handicapped Children Act of 1975, a law that granted equal access to education for children with disabilities. In its initial form, IDEA entitled students with disabilities to a free and appropriate public education (FAPE) in the least restrictive environment (LRE) that meets their individual learning needs (IDEA, 2004; Yell, 2012). In 1997, IDEA was reauthorized and included provisions to facilitate safe environments in American public schools. IDEA was most recently updated in 2004 and renamed the Individuals with Disabilities Education Improvement Act (IDEIA); the 2004 revisions included specific Individual Education Plan (IEP) components, required IEP meeting attendance for certain stakeholders, and transition planning. IDEIA states that if a student’s behavior hinders his or her learning or the learning of others, the student’s IEP must address the target behavior, which could include noncompliance, property destruction, verbal outbursts, physical aggression, or self-injurious behaviors (IDEIA, 2004; Yell, 2012). IDEA states that the behavioral needs of the student should be addressed by conducting a functional behavioral assessment (FBA), developing a behavior intervention plan (BIP), and writing measurable behavioral goals. Failure to appropriately implement a plan for a student’s problem behavior is a denial of FAPE and the local education agency could be subject to

It was revised and renamed in the 90’s. It was now named the Individuals with Disabilities Education Act, or IDEA in 1997. This act afforded many more rights and regulations to those with special needs and those that provided these services. While the basic premise of the original act was included, IDEA expanded, improved and outlined more specifically the duties of the service providers. Parents gained many new rights as well. They now were to attend all meetings pertaining to their child’s education and were allowed any and all documentation rather than only the relevant documents (ERIC, 1998). Students were to have measurable goals and participate in standardized testing. Not only are the needs of the student through to the age of twenty one within the educational system considered, but now, there are transition plans required to help students move from school to their adult life or college and beyond. Schools now have a specific plan for each student called the Individual Education Plan or IEP. And IEP often takes the talents of many service providers and thus a team is assembled (ERIC, 1998). Another really amazing part of IDEA is in the area of discipline. Students are not to be denied ongoing services due to behavior (ERIC, 1998). However, if the behavior was not determined to be related to their disability, the school is allowed to discipline the student in the same manner as a student without a disability. IDEA

There have also been landmark court cases like Brown v Board of Education and Pennsylvania Association for Retarded Children v. Pennsylvania (PARC) which as a result set the wheels in motion for special education reform. The Education for Handicapped Children Act of 1975 was amended and renamed the Individuals with Disabilities Education ACT (IDEA) in 1990, has had the greatest impact on special education in public schools. When the law was originally passed in 1975 it required all school districts that accepted federal funds to provide disabled students, ages 5-21, equal access to an education in the least restrictive (LRE) setting possible. Schools were to also disperse funds equally among all students and provide free of charge, the necessary

As a result, there were many Reauthorizations and Amendments to Education for All Handicapped Children Act of 1975. These Amendments would ensure the safety and increase parental participation in the education of children with disabilities. These acts help secure educational programs for those children that demonstrated disruptive behaviors due to their disability. It also provided help to state and local government by relieving them of some of the financial burden associated with educating students with special needs.

The first two laws that dealt with this issue were the Rehabilitation Act of 1973 and the Education for All Handicapped Children Act of 1975. These laws provided federal funds and established regulations to protect equal access to a free, appropriate public education (FAPE) for students with disabilities. Over time, these laws have been amended and federal financial incentives have been tied to state compliance. Congress and the courts have clarified and reauthorized these laws along with passing additional legislation guaranteeing equal access and opportunities.

This law has some of the definitions revised, changes several key components, and recompiled IDEA into four parts. IDEA's four parts that it is organized into consists of Part A, General provisions; Part B, Assistance for the education of all children with disabilities; Part C, infants and toddlers with disabilities; and Part D, National activities to improve the education of children with disabilities. Students with disabilities may be placed into an alternative educational setting for up to 45 days if they bring a weapon to school, possess or use illegal drugs, or pose a serious threat of injury to other pupils or themselves. Students with disabilities will receive appropriate accommodations when necessary for in state and district wide testing programs. IEPs are now required to include exactly how the student with disabilities will be involved with the general education curriculum. There are also provisions that state that transition planning will begin at the age of 14 instead of 16, annual goals will be emphasized, any assistive technology needs of the learner need to be examined and considered, and regular educators will be a part of the IEP team. The category of developmental delay may now

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, p. 25, 2013). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), students with disabilities received access to free, appropriate public education which in turn required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. The IEP contains items such as present levels of

IDEA (Public Law 94-142) guarantees a Free Appropriate Public Education (FAPE) to every child with a disability. It provides how children are identified and educated, how they are evaluated, and provides due process protections for children and families. Before students can be placed in special education services, they must be evaluated and qualify for one or more of the thirteen special education services outlined in IDEA. When the student’s evaluation is complete and eligibility is determined, an Individual Education Plan (IEP) must be written to meet the needs of that child. As long as the student is making educational progress, then FAPE is viewed as being met.

Under the IDEA Act schools have to undergo the Individualized Education Program (IEP) process for each student with a disability. In order for this process to begin the parent has to request, in writing, for their student to be evaluated to determine if they are eligible for an IEP or if they need a 504 accommodation plan (extra test time, sit in the front of the class room, etc.) If the parent does not agree with the schools findings, they can request an Independent Educational Evaluation (IEE), at no charge to the parent.

Special Education Legislation has helped inclusion activists throughout the years. In 1975 the Education of All Handicapped Children Act required that a free and appropriate education and related services be provided in the least restrictive environment and that an individualized plan (IEP) be written for each student. In 1983 amendments were passed that emphasize planning for transitional services for secondary students and authorize parent training and information centers. In 1986 Amendments were passed that extend the provisions to children ages three

Public Law 94-142, the Education for All Handicapped Children Act of 1975, This law was an important one of the major pieces of legislation ever. It motivated states to provide education for any child with special needs and with high quality.. The necessities of the original law incorporated that:1- public agencies must certify that all children with special needs and related services assessed; 2- the child must receive multiple assessment for all education aspects; 3-(IEP) must be written for each child in special education, and children must learn with their nondisabled peers as much as can. In 1991, Congress reauthorized funds for special education programs such as (IDEA). Additionally to the mentioned requirements, I found

The IDEA reauthorization in 1986, called the Education of the Handicapped Act Amendments (PL 99-457: Amendments to PL 94-142), included services for preschoolers, the creation of the Individualized Family Service Plan (IFSP) for infants and toddlers, and the use of the phrase “developmentally delayed” (Gargiulo, 2015, p. 48).

Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education

Education for disabled children has always been a critical issue because in some places parents were not ready to accept that their children were disabled, and schools also used to keep these students out of the classes. In these situations, disabled children were left behind. That 's why in 1975 Federal law, IDEA Individual Disability Education Act took place. According to this law, disabled students from age 3 to 21 can get free and appropriate public education.