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Individuals With Disabilities Education Act (Idea)

4538 words - 19 pages

Individuals with Disabilities Education Act (IDEA)
Diversity and Inclusion FDT 4/5
Natalie C. Miller
May 4, 2012
Western Governors University

Individuals with Disabilities Education Act (IDEA)
Before Congress enacted the Education for All Handicapped Children Act of 1975, an underserved number of children in the United States living with disabilities received a fair education. The Education for All Handicapped Children Act of 1975 (PL 94-142) enabled states to provide for and improve the availability of an education for individuals with disabilities. Renamed the Individuals with Disabilities Education Act (PL 101-476) or IDEA in 1990 (Allen and Cowdery, 2009) the amended Act ...view middle of the document...

• Free and Appropriate Public Education (FAPE)-Stipulates that all children regardless of disability, whether the disability is mental, physical, or behavioral, are guaranteed a free education within the public school sector with monies provided from the public sector with public oversight. Subsequent services (i.e. speech and language therapies) shall be included without incurring cost to parents or guardians. All guidelines outlined in FAPE must meet state requirements; include children from the early intervention stage to secondary education; children on disciplinary probation; and be tailored to suit the individual child’s disability including the child’s IEP.
• The Least Restrictive Environment (LRE)- The disabled child shall be entered into a general academic or mainstream classroom with typically developing peers through inclusion according to the child’s academic demands. The environment must reflect the individual child’s needs and include accommodations in the general education classroom as outlined in the student’s IEP. Furthermore, the student must be permitted to attend any and all special area classes (i.e. art, music, physed), again as outlined in the student’s IEP.
• The Individualized Education Program (IEP)-A set of goals and prescribed objectives detailing the academic and special services for students with disabilities. The IEP provides children from birth to age 21 years with a free and appropriate public education in a public school setting. The IEP is a collaboration between parents, educators, other specialists (speech pathologists, physical therapists), and in certain cases students. Tailored to the individual student’s unique needs the IEP sets goals in terms of classroom management for the student; developing social skills; serve the student’s academic abilities; and sets classroom accommodations. IEPs are reviews quarterly, annually, and tri-annually to provide for revisions, amendments, and terminations of services under procedural due process.
• Procedural Due Process- procedural due process guarantees parents, guardians, and in special cases students the right to:
1. Written notification of evaluations in advance of an IEP meeting in the parent or guardians native language.
2. The right to request an IEP meeting.
3. Privacy in regards to their child’s records as well as access to their student’s records.
4. The right to accept or decline services or accommodations.
5. To be notified of the time, place, and alterations of IEP meetings (in the native language).
6. To have counsel or a mediator present whom specializes in IEPs during the IEP process.
7. The right to seek outside assessments through a nonschool facility or specialist.
8. The right to a fair and impartial hearing from of discrimination based on race, religion, or the student’s special needs.
• Nondiscriminatory Process- Before and IEP is implemented a collaboration of team members convenes to access any special needs of the...

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