Example Of Education Act: History Of The Individual With Disabilities Education Acts Through The Current Authorization (Idea 04) Research Paper
Education Act: History of the Individual with Disabilities Education Act through the current Authorization
In this discussion of the current authorization procedures of IDEA 04, the experiences and empirical evidence of the Disabilities Education Act will be described. Several articles selected from the past six years will elucidate the context of these procedures as well as the way that the laws have been administered.
The No child Left Behind Act (NCLB) was signed in 2002 allowing schools to improve their education standards for all students. The IDEA legislation have been aligned with the six major principles of NCLB. These include having accountability, high quality teachers, scientifically based interventions in evaluating students, flexibility in expenditures, providing an effective and safe environment, allowing parental participation in private opportunities (Turnbull et al., 2009).
The IDEA laws are education related and allow the government to provide funds and allocate them for the best of students throughout local agencies. IDEA is not grant-in-aid but operates instead as a statute. This legislation is geared towards prohibiting discrimination against those students with disabilities. IDEA laws further cultivate six provisions in its own unique framework. One core value is to have zero rejection. This means that all students, even those with disabilities, can have a positive process of enrollment. Nondiscriminatory evaluation also happens when the student enters school and they are identified as being allowed IDEA benefits. When the student is able to benefit from an individualized program, they will be receiving an appropriate education according to national objectives. Other tenants include providing the least restrictive environment possible and allowing the participation of parents. The IDEA laws promise quality and equality in their message. According to Section 1400 © 1, “ Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living and economic self-sufficiency for individuals with disabilities” (Turnbull et al., 2009).
The services provided by this mandate are results-oriented and geared towards achieving academic and functional advancements. The legislation is interested in funding and focusing on outcomes. This helps mitigate educator concerns about paperwork being minimized. The limiting of such regulations allows for the most positive impact possible for behavioral support and mental health services as well as other quality capacity building activities Further, the universal design principles of scientifically adapting curriculum and methods so all students can benefit is a technique of inclusion and is consistent with the ideals of IDEA and NCLB (Turnbull et al., 2009).
A functional approach to curriculum development allows for students to express their ideas and learn in a sustainable and versatile environment. Since 2002, changes in policy have led to advancements in nomenclature and conceptual understanding. Regulations since 2006 regarding IDEA demonstrate ‘mental retardation’ as a category for disability and are currently revising the process of education in order to comply with federal law. In doing so a variety of educational practices relating to mental retardation as well as other intellectual disabilities demonstrate attention to the issue and attempts towards facilitating greater equality. These efforts were studied through a brief instrument designed in relation to previous research in the field. The study required questions bout mental retardation and the use of such terminology. Further questions asked about intellectual functioning regarding this area. In surveying classroom specific classification or development of unique guidelines the questionnaire attempted to address the implications of change surrounding the legislation as well as the future prospects for educational services (Bouk, 2009).
The results of this study demonstrated several pertinent policy implications. Essentially it was found that there was a continued need for scrutiny and the understanding of merits within current practices. Regulatory bodies needed to have further tools towards adoption for appropriate systems to define, diagnose and classify individuals with various disabilities. Many of these would be categorized as mental retardations. Further, analysis from a professional context is necessary in order to modify guidelines and to consider impacts on trends since 2002. The definition of this type of condition also needs to be clarified in reauthorizing IDEA (Bouck, 2009).
In the Section 504 dispute resolution there were a number of similarities and differences in legislation. These included widely unknown special education leaders. Students eligible to achieve IDEA consist of impartial procedures and demonstrated the state agency’s complaint about the resolution process. The system of legal recourse was also significantly changed as well. A great deal of literature addresses advancement in basic points for such leadership within education. It also addresses the experiences of special education staff and supports the legal follow up of these newly implemented policies (Zirkel et al, 2010).
Another aspect of the history faced by many disabled children and their families is related to the experiences of their mothers. Transitioning requires a great deal of planning for those individuals with disabilities and the experiences of several monthers demonstrates this in particular. The NCLB of 2001 emphasized that families play an important role in the education of their child. IDEA required parent involvement with the process of planning for their children further. This goal and initiative is realized to some degree and documented through several investigations. Student and family participation is a great national challenge that affects secondary education greatly. It also impedes the inherent value of transition services when not present. In order for the best strategies to be implemented, families must be involved with the transition of their children from youth to adulthood through school. Interviews with four mothers of children with disabilities document these findings as well as demonstrate the use of transition related Internet information for professionals, youth and families (Ankeny et al., 2009).
These realizations are consistent the IDEA paradigms supporting that school systems should ensure the individualized programs and needs of students being met. Teachers can frequently demonstrate the challenges of initiating parental attendance to meetings due to the parent’s lack of interest or involvement in the education of their youth. This is combated by encouraging parents to join various activites throughout the school year and by sending members towards creating a nurturing learning environment. This makes parents feel more comfortable participating during meetings and in providing insight regarding their specific family culture. Parental involvement and the use of such recommendations are beneficial to the successful completion of classroom activities and the overall learning process (Kelli et al, 2010).
In conclusion the issues surrounding the IDEA legislation are multidimensional and provide support of the basic tenants of NCLB. It is beneficial to study the implications of this policy in order to understand better the involvement of parents and family units within the learning process for disabled students. It also helps cultivate an attitude of learning that extends throughout the student’s education.
Ankeny, E. M., Wilkins, J., & Spain, J. (2009). Mothers' experiences of transition planning for their children with disabilities. Teaching Exceptional Children, 41(6), 28-36.
Bouck, E. C. (2009). No Child Left Behind, the Individuals with Disabilities Education Act and functional curricula: A conflict of interest?. Education and Training in Developmental Disabilities, 44(1), 3.
Staples, K. E., & Diliberto, J. A. (2010). Guidelines for Successful Parent Involvement: Working with Parents of Students with Disabilities. Teaching exceptional children, 42(6), 58-63.
Turnbull, H. R., Huerta, N., Stowe, M., Weldon, L., & Schrandt, S. (2009). The individuals with disabilities education act as amended in 2004. Pearson.
Zirkel, P. A., & McGuire, B. L. (2010). A Roadmap to Legal Dispute Resolution for Students with Disabilities. Journal of Special Education Leadership, 23(2), 100-112.
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