Abstract This paper explains that, prior to the passage of the Education for All Handicapped Children Act (EHA - Public Law 94-142), upon which the Individuals with DisabilitiesEducationAct Amendments of 1997 (Public Law 105-17) is based, over half the children with disabilities in United States did not receive appropriate educational services. The author points out that today IDEA ensures that every child with a disability is given a free and customized public education, with the least restrictions, granting of certain rights to parents; the law guarantees that the children are not segregated or removed from the classroom altogether on the basis of their disabilities. The paper stresses that the six principles of IDEA can not be truly implemented and benefited unless all affected parties including parents and the schools have an understanding of the law and implemented it fully.
Table of Contents:
Free Appropriate Public Education (FAPE)
Appropriate Evaluation
IndividualizedEducation Program (IEP)
Least Restrictive Environment (LRE)
Parent and Student Participation in Decision Making
Procedural Due Process
Conclusion
From the Paper "It used to be a common scene for parents to be told by school administrators that they did not have any plan for their disabled children. But not any more. With the introduction of new amendments in the form of IDEA, all children (ages 3 to 21) with disabilities are entitled to a free, and appropriate public education. The state and local school systems are made responsible to organize and pay for the education even if it is provided in a private or residential school outside of the local public school system. "
Abstract This paper explains that IDEA, the Individuals with DisabilitiesEducationAct, implemented in 1975 and revised many times, ensures that children with disabilities have equal access to free, appropriate public education like all the other children. The paper discuses the history of the act and what conditions required the amendments in IDEA 2004. The paper also compares the discipline procedures and negative and positive aspects of IDEA 97 and IDEA 2004. The paper concludes that, overall, the current status of IDEA has proven extremely beneficial to children with disabilities. Color illustrations, a table and an example of a Manifestation Determination Worksheet are included with the document.
Table of Contents:
What is IDEA?
What is F.A.P.E?
What is Manifestation Determination?
What Indicated that IDEA Required Amendment?
Discipline Procedures in 1997
Discipline Procedures in 2004
The Positive Aspects of IDEA 1997
Negative Aspects of IDEA 1997
Positives Aspects of IDEA 2004
Negatives Aspects of IDEA 2004
Conditions before IDEA and How it Came into Effect
From the Paper "Currently, all states allow parents to be included in making decisions regarding the education and placement of their disabled children. Prior to IDEA 97, in many states, parents only had a right to be included in IEP meetings, but were not allowed involvement in other decisions regarding their child's education. The IDEA 97 amendments gave parents new ways to work with schools to identify behavioral problems and encourage more positive behavior . One of the most important issues that improved in IDEA 97 pertained to a teacher's obligation to schedule the IEP meetings."
Abstract Enacted in the 1970s, the Individuals with Disabilities in EducationAct (IDEA) was intended to procure the same education for disabled children as provided for their non-disabled peers. The paper shows that, as a result, disabled students were moved from special education classrooms into regular classrooms, which provided the least restrictive environment demanded by the IDEA (The Individuals with DisabilitiesEducationAct. But do students with disabilities truly profit from this arrangement? This paper proposes a within-groups study to determine the answer to that question.
Abstract The Individuals with DisabilitiesEducationAct federal law requires school districts to provide students with disabilities a free, appropriate public education. This paper examines the Individuals with DisabilitiesAct (IDEA). It also suggests how the IDEA should be altered and whether inclusion laws for children with disabilities in Texas, as well as throughout the United States, should be changed. Ultimately, the IDEA is an appropriate law, which has proper and noble goals -- that is, to provide a free education to all of its citizens including those who have disabilities.
Abstract This paper studies the Individuals with DisabilitiesEducationAct which guarantees access to free public education of the six million American children with disabilities. The paper explains that in its 26 year history, IDEA has never been fully funded by Congress. While the paper says that Congress has taken great strides in the last few years, IDEA is still underfunded. The paper cites statistics regarding the educational achievement of people with disabilities and calls on Congress to fulfill their promise of free compulsory education for the handicapped.
From the Paper "The basics of the proposal include (i) Making IDEA funding compulsory. (ii) Raise the federal contribution from 17% to 40% (iii) Achieve full funding in a phased manner over six years. (iv) Need states to maintain their level of endeavor (v) Motivate the schools to intervene early the life of the child and offer developmentally suitable programs and services. Developmentally suitable intervention during the initial years can remarkably lower subsequent referrals to special education and ultimately aid in controlling the costs of special education. According to Part B of the IDEA which was the first to be accorded by the Congress to contribute up to 40% of the Average Per Pupil Expenditure -- APPE for every special education student. With 6,153,000 covered under the IDEA, schools are eligible to receive $18.01 billion federal funds. Regrettably, schools are just receiving a paltry $7.5 billon. (National Education Association: IDEA Funding Coalition Offers Proposal -Plan would make funding mandatory)"
Abstract This paper provides an experiment that tests the hypothesis that the Individuals with Disabilities in EducationAct (IDEA) presents a problem for regular education teachers in public schools as it detracts from the time that they are able to spend instructing and aiding regular students because they are busy with the integrated disabled students. Hypothesis testing ideas included in this table are those of null hypothesis, alternative (statistical) hypothesis, significance, level, Type 1 and Type 2 error and internal validity threats.
From the Paper "In the United States of the 1970s, there was educational legislation passed by the U.S. government under the name of the Individuals with Disabilities in Education Act, or the IDEA. The IDEA strove to level the playing field for the nation's many children suffering from disabilities, be they physical or mental in nature, by requiring that these students be incorporated into the "least restrictive" environment of regular classrooms, instead of their traditional setting of special education classrooms (The Individuals with Disabilities in Education Act (IDEA) 1-2). However, this legislation has been thought to be somewhat detrimental to the educational environment of the "regular" students in classrooms, as teachers might be diverted from helping these students while attending to the many and varied needs of the disabled students."
Abstract This paper discuses the Individuals with DisabilitiesEducation (IDEA) Act and how it applies to children suffering from diabetes and other long-term health care problems. The paper explains the special needs of these children and the applicability of IDEA to this population. The paper also makes recommendations on what schools can do to be in compliance with federal law.
From the Paper "The Individuals with Disabilities Education Act (IDEA) that mandates the provision of a free appropriate public education to all students with disabilities is typically known for its protection of the rights of children with developmental or learning disabilities. What is less known about the IDEA is its applicability to students with diabetes who may be eligible under the "Other Health Impairment" category. More specifically, students whose academic performance is undermined by the negative impact of their long-term or severe health..."
Abstract This paper traces the background and history of the Bilingual EducationAct of 1968, as well as the amendments made to it in 1974, in the United States. The paper examines their contents, and discusses their implication for English language learners (ELL) classrooms and students.
Table of Contents:
Background and History
The Bilingual EducationAct of 1968
The 1974 Amendment to the Bilingual EducationAct Implications of Title VII
From the Paper "In 1967, Senator Yarborough of Texas introduced a bill in the Congress proposing to provide federal assistance to school districts specifically for LESA students. Although its scope was initially limited to Spanish-speaking students, the initiative led to the passing of a wide-ranging bill that became known as Title VII of the Elementary and Secondary Education Act (ESEA) or the Bilingual Education Act, which was signed into law by President Johnson in January 1968. The Act provided federal funds directly to school districts for developing special educational programs and provision of materials for students with limited English abilities, training for teachers, and parent involvement projects (ibid; Escamilla, 1989.)."
Abstract This paper explains that the Education for All Handicapped Act of 1975 gives children with disabilities the right to special education by directing funds to states and local districts for the education program of disabled children. The author points out that the core of the Individuals with DisabilitiesEducationAct (IDEA) is the IndividualizedEducational Program (IEP), a contractual agreement, which is specifically designed for each disabled student. The paper relates that the least-restrictive-environment mandate states that children with disabilities have the right to be educated in a regular educational environment without discrimination.
Table of Contents
IDEA and IEP
Developing IEP
Programs for Special and Gifted Children
Programs for the Physically Handicapped Children
Programs for Mentally and Behaviorally Handicapped Children
Programs for Children with Health Problems
Right to Regular Educational Environment
Conclusion
From the Paper "This covers children with physical disabilities such as visual, hearing, and orthopedic impairments. Such children may be permitted to attend education in their respective residence, or in separate classes. If attending in a regular class, special assistance and supervision must be provided. Some of the provisions that physically handicapped students may need are instruction in Braille for the blinds; large books, proper lighting, audible instructions, use of sign language, and speech workshops for the deaf; physical therapist for the orthopedic disabled. Special environment characteristics may also be needed such as the presence of ramps and wide doorways for wheelchairs, or the presence of appropriate handles to assist them (for instance, in toilets and stairs)."
Abstract The paper is divided into two sections; in the first section, the author describes a sample population that he/she would survey based on their reactions to the Individuals with Disabilities in EducationAct (IDEA). The second part describes the type of survey that the author would administer to those individuals and his/her consequent rationale. The research question probes the IDEA and questions whether or not this new piece of legislation is overly beneficial to educators. The paper considers if it has created new problems for non special education teachers and if it dissuades potential educators from a focus in special education because of the new demands.
Abstract This paper addresses the following two distinct issues: 1) how the standards movement has impacted educational programs for the disabled, 2) how the No Children Left Behind law has impacted special education programs.
From the Paper "According to an essay published on the Duff White Boykin LLC websites, the No Child Left Behind (NCLB)Act has implications for students who have been identified as disabled under the Individuals With Disabilities Education Act (IDEA). Under NCLB, students with disabilities are one of the major subgroups required to achieve educational proficiency. NCLB and IDEA are similar in that both are outcome-oriented. NCLB focuses on annual progress against standardized tests. IDEA focuses on assessing disabled students to ensure they are making measurable improvement against individual..."
Tags:Education, NCLB, special needs, learning disabilities, accomodations, no child left behind, IDEA
Abstract This paper looks at the history of the development of the right to equal educational opportunities for students with disabilities. It looks at two seminal cases, PARC v Commonwealth of Pennsylvania and Mills vs Board of Education, which provided the basis for the Individuals with DisabilitiesEducationAct (IDEA).
Abstract This paper explains that assistive technology is any equipment or device that a person with a disability uses to perform specific tasks, to enhance functional capabilities and to become more independent. The author points out that assistive technology includes cognitive aids, adaptive toys, communication support, computer access options, visual aids, aids to augment hearing and aids for activity assistance, such as walking and cooking. The paper lists examples of each disability category under the Individuals with DisabilitiesEducationAct (IDEA) and a type of device that is used by these individuals.
From the Paper "Communication problems of students can hinder learning, decrease participation in educational and other school activities, and lead to difficulties in developing and maintaining friendships. Augmentative and alternative communication (AAC) systems can greatly help students with severe communication difficulties, increase meaningful participation in school environments and improve academic and social outcomes. These include any electronic and non-electronic devices that aid persons with speech and/or hearing disabilities to communicate more effectively."
Tags: categories, battery, tongue-touch, idea, communication
This paper discusses special education teacher's impressions of high stakes testing and looks at how that may impact preparing their students to take those tests.
Abstract In this article, the writer explores how special education teachers' attitudes, preparation, background and so forth may be contributing to the low scores of special education students as mandated by the No Child Left Behind (NCLB). The writer notes that the focus is on learning disabled (LD) and behavior disabled (BD) students who have to take the regular exams not the small percentage of special education students who qualify for alternative assessments. The topic involves the conundrum of the current climate of data driven decision-making because of NCLB and its impact on special education students and safeguarding their rights under the Individuals with DisabilitiesEducationAct (IDEA) 2004. The writer concludes that standardized testing offers the chance for marking progress of students, as well for targeting areas needing improvement. However, the long-term goals are the cognitive thinking levels of students and the expectations that students develop and hold for themselves concerning their future.
Outline:
Objective
Introduction
Review of the Literature
Summary and Conclusion
From the Paper "The movement toward an increased accountability in schools has been put in place through state-mandated standardized testing of students. These assessments have a great influence on the decisions and practices of educators and specifically in regards to special education students learning experience. While the work of Kathleen Cotton is not considered the hot off the academic press having been published in 1989, Cotton reveals timeless and priceless knowledge in her review relating to the expectations of the teacher and the academic achievement of students. It is with Cotton this review of literature to follow shall begin and then move on into the literature of the present concerning the attitudes and expectations of teachers and the impact that those attitudes and expectations have upon the achievement of students and specifically in this study, the achievement of special education and students with disabilities on standardized testing scores."
The paper reviews six articles which appeared in various published texts to show how special needs for individuals are catered for in the educational field.
1,455 words (approx. 5.8 pages), 6 sources, 2002, $ 48.95
Abstract A review of six published texts to show how the special needs of individuals are treated in the field of education. Each article looks at special needs from a different angle and shows how this topic is covered by the media in America today.
The subjects and their texts reviewed are:
Individuals with Emotional/Behavioral Disorders (?Supreme Court: Private schooling for "Confinement" Does not Qualify for District Funding.? Special Education News);
Individuals with Hearing Impairments (?Online Literacy Project Targets Kids with Hearing Disabilities.? Special Education News);
Understanding Depression/Suicide (Pierson, T. ?Suicide: Questions Most Frequently Asked.? Suicide Awareness Voices of Education, 1996);
Gifted Individuals (Berger, S. & Winebrenner, S. ?Providing Curriculum Alternatives To Motivate Gifted Students.?);
The Law and Disability (?Bush Calls Education 'Civil Rights Issue of our Time'? CNN.com)
Individuals with Learning Disabilities ( ?Adult Learning Disabilities - Moving beyond Humiliation.? CNN.com)
From the Paper "This article describes statements made by President George Bush about education including that education is ?the great civil rights issue of our time.? Bush describes his plan to make changes to education in America. The focus is especially on children with learning difficulties with Bush being quoted as saying ?we must have high expectations for children who are more difficult to teach or who have fallen behind.?
Bush describes a plan increasing funding for the Individuals with Disabilities Education Act (IDEA), a federal program that aids disadvantaged schoolchildren and also recognizes that schools cannot meet the high costs associated with providing education to children with disabilities."
