Individuals with Disabilities Education Act - Wikipedia

The Individuals with Disabilities Education Act (IDEA) is a piece of American legislation that ensures students with a disability are provided with a Free ... IndividualswithDisabilitiesEducationAct FromWikipedia,thefreeencyclopedia Jumptonavigation Jumptosearch UnitedStateslaw IndividualswithDisabilitiesEducationActLongtitleIndividualswithDisabilitiesEducationActAcronyms(colloquial)IDEAEnacted bythe101stUnitedStatesCongressCitationsPubliclawPub.L.101-476StatutesatLarge104Stat.1142CodificationActsamendedEducationforAllHandicappedChildrenActTitlesamended20U.S.C.sectionsamended1400etseq.LegislativehistoryIntroducedintheSenateasS.1824byTomHarkin(D–IA)onOctober31,1989CommitteeconsiderationbyCommitteeonLaborandHumanResourcesPassedtheSenateonNovember16,1989 (voicevote)PassedtheHouseonJune18,1990 (withoutobjection)ReportedbythejointconferencecommitteeonOctober1,1990;agreedtobytheSenateonOctober2,1990 (voicevote)andbytheHouseonOctober15,1990 (voicevote)SignedintolawbyPresidentGeorgeH.W.BushonOctober30,1990MajoramendmentsNoChildLeftBehindActIndividualswithDisabilitiesEducationImprovementActof2004,P.L.108-446UnitedStatesSupremeCourtcasesZobrestv.CatalinaFoothillsSchoolDistrict,509U.S.1(1993)FlorenceCountySchoolDist.Fourv.Carter,510U.S.7(1993)BoardofEducationofKiryasJoelVillageSchoolDistrictv.Grumet,512U.S.687(1994)Agostiniv.Felton,521U.S.203(1997)CedarRapidsCommunitySchoolDistrictv.GarretF.,526U.S.66(1999)Schafferv.Weast,546U.S.49(2005)ArlingtonCentralSchoolDist.Bd.ofEd.v.Murphy,548U.S.291(2006)Winkelmanv.ParmaCitySchoolDist.,550U.S.516(2007)NewYorkCityBoardofEducationv.TomF.,552U.S.1(2007)ForestGroveSchoolDist.v.T.A.,557U.S.230(2009)Fryv.NapoleonCommunitySchools,No.15-497,580U.S.___(2017)EndrewF.v.DouglasCountySchoolDist.RE–1,No.15-827,580U.S.___(2017)Perezv.SturgisPublicSchools,No.21-887,599U.S.___(2023) Disability Theoryandmodels Disabilitytheory Ableism /Disablism Medicalmodel Socialmodel Education Mainstreaming IndividualizedEducationProgram(IEP) Specialneeds Specialschool Specialeducation Learningdisability Therapy Physical Occupational Speech Societalimplications Disabilityrightsmovement Inclusion Normalization People-firstlanguage Pejorativeterms Personalassistance Unlicensedassistivepersonnel (ADLs) Orthoticsandbraces Prosthetics Assistivetechnology Assistedliving Mobilityaid Physicalaccessibility Universaldesign Webaccessibility Socioeconomicassistance SocialSecurityDisabilityInsurance SupplementalSecurityIncome TickettoWork DisabilityLivingAllowance Disabledstudentsallowance DisabledPersonsRailcard FreedomPass AssuredIncomefortheSeverelyHandicapped GroupsOrganizations NationalTelecommutingInstitute SocietyforDisabilityStudies DisabledPeoples'International(DPI) Visitability WeThe15 Parasports SpecialOlympics ParalympicGames Deaflympics InvictusGames Culture Disabilityinthearts Disabilityart Disabilityinthemedia  DisabilityListsvte ThisarticleispartofaseriesonEducationintheUnitedStates Summary Bystateandininsularareas Bysubjectarea Historyof Issues Accreditation Primaryandsecondary Post-secondary Financing Law Literacy Policy Post-secondaryissues Bubble Costandfinancing Credentialism Eliteoverproduction Graduateunemployment Reform Charterschools Inequality Schoolchoice Levelsofeducation Earlychildhood–K–12(Primary–Secondary)–Post-secondary Organizations  Educationportal UnitedStatesportalvte TheIndividualswithDisabilitiesEducationAct(IDEA)isapieceofAmericanlegislationthatensuresstudentswithadisabilityareprovidedwithaFreeAppropriatePublicEducation(FAPE)thatistailoredtotheirindividualneeds.IDEAwaspreviouslyknownastheEducationforAllHandicappedChildrenAct(EHA)from1975to1990.In1990,theUnitedStatesCongressreauthorizedEHAandchangedthetitletoIDEA.[1]Overall,thegoalofIDEAistoprovidechildrenwithdisabilitiesthesameopportunityforeducationasthosestudentswhodonothaveadisability. IDEAiscomposedoffourparts,themaintwobeingpartAandpartB.[2]PartAcoversthegeneralprovisionsofthelaw;PartBcoversassistanceforeducationofallchildrenwithdisabilities;PartCcoversinfantsandtoddlerswithdisabilities,includingchildrenfrombirthtoagethree;andPartDconsistsofthenationalsupportprogramsadministeredatthefederallevel.Eachpartofthelawhasremainedlargelythesamesincetheoriginalenactmentin1975. Inpractice,IDEAiscomposedofsixmainelementsthatilluminateitsmainpoints.Thesesixelementsare:IndividualizedEducationProgram(IEP);FreeandAppropriatePublicEducation(FAPE);LeastRestrictiveEnvironment(LRE);AppropriateEvaluation;ParentandTeacherParticipation;andProceduralSafeguards.Togoalongwiththosesixmainelements,therearealsoafewotherimportantcomponentsthattieintoIDEA:ConfidentialityofInformation,TransitionServices,andDiscipline.ThroughouttheyearsofIDEA'sbeingreauthorized,thesecomponentshavebecomekeyconceptswhenlearningaboutIDEA.[3] Contents 1Backgroundandhistoricalcontext 1.1Historicalcontext 1.2EducationforHandicappedChildren(1975) 1.3IDEA(1990) 2SixpillarsofIDEA 2.1IndividualizedEducationProgram(IEP) 2.2FreeAppropriatePublicEducation(FAPE) 2.3Leastrestrictiveenvironment(LRE) 2.4Appropriateevaluation 2.5Parentandteacherparticipation 2.6Proceduralsafeguard 3Otherimportantissues 3.1Litigationandcosts 3.2Confidentialityofinformation 3.3Transitionservices 3.4Disciplineofachildwithadisability 3.5Prohibitiononmandatorymedication 4AlignmentwithNoChildLeftBehind 5Earlyintervention 6PartCofIDEA 6.1IndividualizedFamilyServicePlan(IFSP) 6.2GoalsforanIFSP 6.3DifferencesbetweenIFSPandIEP 6.4ChildAbusePreventionandTreatmentAct 7RelationshipbetweenIDEAandSection504 8Legislativehistory 9SelectedU.S.SupremeCourtdecisions 9.1CedarRapidsCommunitySchoolDist.v.GarretF. 9.2ForestGroveSchoolDistrictv.T.A. 9.3EndrewF.v.DouglasCountySchoolDistrict 10Seealso 11References 12Externallinks Backgroundandhistoricalcontext[edit] Historicalcontext[edit] In1954,theestablishededucationalformatintheUnitedStatesofsegregatingblackandwhitestudentsintoseparateschoolswasdeclaredunconstitutionalbytheUnitedStatesSupremeCourtinBrownv.BoardofEducationofTopeka.[4]ThisdeclarationcausedagreatdealofunrestinthepoliticalsphereandmarkedagatewaymomentintheCivilRightsMovement.EducationwasanimportantaspectoftheCivilRightsMovement. The1960sandearly1970sweremarkedbystrifeintheUnitedStates,fromtheassassinationofJohnF.Kennedyin1963totheVietnamwarongoingfrom1955until1975.Ontopofthoseevents,theCivilRightsMovementwasinfullforceintheUnitedStates.FromschoolsbeingintegratedtotheMontgomeryBusBoycott,fromGreensborosit-instomarchesonWashington,equalrightsforallwasaprevalentideal.PresidentJohnF.Kennedyshowedinterestincognitiveimpairmentstudies[5]andPresidentLyndonJohnsonusedFederalfundstoincreaseresearchon"at-risk"youth.Earlyinterventionprogramsforchildrenlivinginlowsocioeconomicsituations,suchastheHeadStartProgram,beganshowinguparoundthecountry.[6]Educationwassoonattheforefrontofmanypoliticalagendas. Asoftheearly1970s,U.S.publicschoolsaccommodated1outof5childrenwithdisabilities.[7]Untilthattime,manystateshadlawsthatexplicitlyexcludedchildrenwithcertaintypesofdisabilitiesfromattendingpublicschool,includingchildrenwhowereblind,deaf,andchildrenlabeled"emotionallydisturbed"or"mentallyretarded."[8]Atthetime,3.5milliondisabledchildrenattendedschoolbutwere"warehoused"insegregatedfacilitiesandreceivedlittleornoeffectiveinstruction.[8]Morethan1millionchildrenhadnoaccesstothepublicschoolsystem,[8]withmanyofthemlivingatstateinstitutionswheretheyreceivedlimitedornoeducationalorrehabilitationservices.[9]About75%ofdeaforblindchildrenattendedstateinstitutions.[10] EducationforHandicappedChildren(1975)[edit] Mainarticle:EducationforAllHandicappedChildrenAct ThefirstlegislationtoprovidereliefwastheRehabilitationActof1973. CongressthenenactedtheEducationforAllHandicappedChildrenActin1975toalleviatethefinancialburdencreatedbylitigationpursuanttotheRehabilitationAct.Publicschoolswererequiredtoevaluatechildrenwithdisabilitiesandcreateaneducationalplanwithparentinputsoastoemulateascloselyaspossibletheeducationalexperienceofnon-disabledstudents.Studentsshouldbeplacedintheleastrestrictiveenvironment,onethatallowsthemaximumpossibleopportunitytointeractwithnon-impairedstudents.Separateschoolingmayoccuronlywhenthenatureorseverityofthedisabilityissuchthatinstructionalgoalscannotbeachievedintheregularclassroom.Finally,thelawcontainsadue-processclausethatguaranteesanimpartialhearingtoresolveconflictsbetweentheparentsofdisabledchildrenandtheschoolsystem. Theactalsorequiredthatschooldistrictsprovideadministrativeproceduressothatparentsofdisabledchildrencoulddisputedecisionsmadeabouttheirchildren'seducation.Oncetheadministrativeeffortswereexhausted,parentswerethenauthorizedtoseekjudicialreviewoftheadministration'sdecision. IDEA(1990)[edit] In1990,theIndividualswithDisabilitiesEducationActreplacedtheEHAinordertoplacemorefocusontheindividual,asopposedtoaconditionthatindividualmayhave.[11]TheIDEAalsohadmanyimprovementsontheEHA,suchaspromotingresearchandtechnologydevelopment,detailsontransitionprogramsforstudentspost-highschoolandprogramsthateducatechildrenintheirneighborhoodschools,asopposedtoseparateschools.[12] By2003only25%ofdeaforblindchildrenwereeducatedatstateinstitutions.[10] Asof2006,morethan6millionchildrenintheU.S.receivespecialeducationservicesthroughIDEA.[13] SixpillarsofIDEA[edit] IndividualizedEducationProgram(IEP)[edit] Mainarticle:IndividualizedEducationProgram TheIDEArequiresthatpublicschoolscreateanIndividualizedEducationProgram(IEP)foreachstudentwhoisfoundtobeeligibleunderboththefederalandstateeligibility/disabilitystandards.TheIEPdescribesthestudent'spresentlevelsofacademicachievementandfunctionalperformance,andhowthestudent'sdisabilitiesaffectorwouldaffectthechild'sinvolvementinthegeneraleducationcurriculum.[14]TheIEPalsospecifiestheservicestobeprovidedandhowoften,anditspecifiesaccommodationsandmodificationstobeprovidedforthestudent.[15] TheU.S.SupremeCourthasdescribedtheIEPas"thecenterpieceofthestatute'seducationdeliverysystemfordisabledchildren".Honigv.Doe,484U.S.305,311(1988) TheIEPisthe"basisforthehandicappedchild'sentitlementtoanindividualizedandappropriateeducation,"andtheschoolsystemmustdesigntheIEP"tomeettheuniqueneedsofeachchildwithadisability."PhillipC.v.JeffersonCountyBd.ofEduc.,701F.3d691,694(11thCir.2012),citingDoev.Ala.StateDep'tofEduc.,915F.2d651,654(11thCir.1990)andWinkelmanv.ParmaCitySch.Dist.,550U.S.516,524(2007).AnIEPmustbedesignedtomeettheuniqueeducationalneedsofthatchildintheLeastRestrictiveEnvironmentappropriatetotheneedsofthatchild. Whenachildqualifiesforservices,anIEPteamisconvenedtodesignaneducationplan.Inadditiontothechild'sparents,theIEPteammustincludeatleast:[citationneeded] oneofthechild'sregulareducationteachers(ifapplicable); aspecialeducationteacher; someonewhocaninterprettheeducationalimplicationsofthechild'sevaluation,suchasaschoolpsychologist; anyrelatedservicepersonneldeemedappropriateornecessary;and anadministratororCSE(CommitteeofSpecialEducation)representativewhohasadequateknowledgeoftheavailabilityofservicesinthedistrictandtheauthoritytocommitthoseservicesonbehalfofthechild. ParentsareconsideredtobeequalmembersoftheIEPteamalongwiththeschoolstaff.Basedonthefulleducationalevaluationresults,thisteamcollaboratestowritefortheindividualchildanIEPthatwillprovideafree,appropriatepubliceducation. FreeAppropriatePublicEducation(FAPE)[edit] Mainarticle:FreeAppropriatePublicEducation(FAPE) GuaranteedbytheIDEA,FreeAppropriatePublicEducation(FAPE)isdefinedas"specialeducationandrelatedservicesthat: A)areprovidedatthepublic'sexpense,underpublicsupervisionanddirection,andwithoutcharge; B)meetthestandardsoftheStateeducationalagency; C)includeanappropriatepreschool,elementary,orsecondaryschooleducationintheStateinvolved;and D)areprovidedinconformitywiththeindividualizededucationprogramundersection614(d).(Pub.L.No.94-142,§602(9))"[3] ToprovideFAPE,schoolsmustprovidestudentswithan"educationthatemphasizesspecialeducationandrelatedservicesdesignedtomeettheiruniqueneedsandpreparethemforfurthereducation,employment,andindependentliving."[16] TheIDEAincludesrequirementsthatschoolsprovideeachdisabledstudentaneducationthat: isdesignedtomeettheuniqueneedsofthatonestudent; provides"accesstothegeneralcurriculumtomeetthechallengingexpectationsestablishedforallchildren"(thatis,itmeetstheapproximategrade-levelstandardsofthestateeducationalagency.) isprovidedinaccordancewiththeIndividualizedEducationPlan(IEP)asdefinedin1414(d)(3).[17] resultsineducationalbenefittothechild.[17] Leastrestrictiveenvironment(LRE)[edit] Mainarticle:Leastrestrictiveenvironment TheU.S.DepartmentofEducation,2005aregulationsimplementingIDEArequiresthat"tothemaximumextentappropriate,childrenwithdisabilitiesincludingchildreninpublicorprivateinstitutionsorcarefacilities,areeducatedwithchildrenwhoarenondisabled."Theregulationsfurtherstatethat"specialclasses,separateschoolingorotherremovalsofchildrenwithdisabilitiesfromregulareducationalenvironmentoccursonlyifthenatureorseverityofthedisabilityissuchthateducationinregularclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily."Inotherwords,theLeastRestrictiveEnvironment(LRE)istheenvironmentmostlikethatoftypicalchildreninwhichthechildwithadisabilitycansucceedacademically(asmeasuredbythespecificgoalsinthestudent'sIEP). ThecourtinDanielR.R.v.StateBoardofEducation,[18]relyingonRoncker,developedatwo-parttestfordeterminingwhethertheLRErequirementismet: Cananappropriateeducationinthegeneraleducationclassroomwiththeuseofsupplementaryaidsandservicesbeachievedsatisfactorily? Ifastudentisplacedinamorerestrictivesetting,isthestudent"integrated"tothe"maximumextentappropriate"?(StandardinAL,DE,GA,FL,LA,MS,NJ,PA,TX).[19] Appropriateevaluation[edit] Childrenbecomeeligibletoreceivespecialeducationandrelatedservicesthroughanevaluationprocess.Iftheevaluationisnotappropriatelyconductedordoesnotmonitortheinformationthatisneededtodetermineplacement,itisnotappropriate.ThegoalofIDEA'sregulationsforevaluationistohelpminimizethenumberofmisidentifications;toprovideavarietyofassessmenttoolsandstrategies;toprohibittheuseofanysingleevaluationasthesolecriterionofwhetherastudentisplacedinspecialeducationservices;toprovideprotectionsagainstevaluationmeasuresthatareraciallyorculturallydiscriminatory.Overall,thegoalofappropriateevaluationisforstudentswhoneedhelptoreceiveappropriateassistanceandtohelpthemreachthegoalssetbytheirrespectiveIEPteams.[3] Parentandteacherparticipation[edit] Agoodfamily-professionalpartnershipiskeyforastudenttoreceivetheeducationnecessaryforsuccess.Parentsandteachersneedtobewillingtocommunicateandworktogethertodeterminethebestwaysofworkingwithandprovidinginformationforastudent.BoththefamilyandtheteacherworktogetherontheIEPteamtodeterminegoals,theLRE,andtodiscussotherimportantconsiderationsforeachindividualstudent.ThroughoutthewholeIEPandspecialeducationprocess,parentsandfamiliesshouldbeupdatedandkeptinformedofanydecisionsmadeabouttheirspecificstudent.Parentsshouldalsobeabletoprovidevaluableinputabouttheirchildtodetermineplacementandothereducationalgoals. Proceduralsafeguard[edit] Parents,aswellasteachers,areabletochallengeanydecisionsthattheyfeelareinappropriateforthestudent.[3]IDEAincludesasetofproceduralsafeguardsdesignedtoprotecttherightsofchildrenwithdisabilitiesandtheirfamiliesandtoensurethatchildrenwithdisabilitiesreceiveaFAPE. IDEAguaranteestoparentsthefollowingaccesstoinformation:[20] Accesstotheirchild'seducationalrecords; ParentparticipationinallIEPteammeetingsregardingidentification,placement,andeducationaldecisions; Priorwrittennotice(Anytimeanythingwillbechangedinastudent'sIEP,theirparentsmustbenotifiedfirst.); Proceduralsafeguardswrittennotice; Understandablelanguage(Translatorsmustbeprovidedwhenneeded.); Informedconsent(Beforeanyevaluationsorservicesareprovided,thestudent'sparentsmustbeinformedandagreeinwritingbeforetheschoolcanmoveforward.);and Righttorequestindependenteducationalevaluationsatpublicexpense, Forparentswhodisagreewiththeschool'sdecisions,IDEAoutlinesthefollowingdisputeresolutionguidelines:[21] "StayPut"rights(Ifparentsdisagreewiththeschool'sdecision,thestudentcanstayputwhiletheparentsandschoolgothroughdisputeresolution.) Mediation(Thisisanalternativetodue-processhearings.) Dueprocesshearings(Ifaparenthasadisputewiththeschoolabouttheirstudent'sspecialeducationplacementorteaching,aprocesscalleddueprocessisusedtoresolveissues;bothpartiesarethenabletotelltheirsidesofthestoryinacourt-likesetting.) Civillitigation(Ifdue-processresultsarenottothelikingoftheparentortheschool,acivillawsuitcanbefiled) Otherimportantissues[edit] Litigationandcosts[edit] SeveralU.S.SupremeCourtcaseshaveoutlinedhowlitigationworksundertheIDEA.ParentshaveindependentenforceablerightsundertheIDEAandmayappearproseonbehalfoftheirchildren.Winkelmanv.ParmaCitySchoolDistrict,550U.S.516.UndertheIDEA,thepartythatrequestsahearinghastheburdenofproofinsuchanaction.Schafferv.Weast,546U.S.49.Prevailingparentsmaynotrecoverexpertwitnessfeesaspartofthecostsunder20U.S.C.§1415(i)(3)(B).ArlingtonCentralSchoolDist.Bd.ofEd.v.Murphy,548U.S.291. Confidentialityofinformation[edit] ThroughouttheentireIEPprocess,theschoolmustprotecttheconfidentialityofthestudent.SomeschoolsmaythinkthatprovidingateacherwiththeIEPisaviolationofthestudent'sconfidentiality,buttheFamilyEducationalRightsandPrivacyActStatesthat"ifthedisclosureistootherschoolofficials,includingteachers,withintheeducationalinstitutionorlocaleducationagencywhohavebeendeterminedbytheagencyorinstitutiontohavelegitimateeducationalinterests",theschooldoesnotneedwrittenconsentfromaparent.[22]Formoreinformationaboutconfidentiality,seetheFamilyEducationalRightsandPrivacyActof1974(FERPA).[23] Transitionservices[edit] Attheageof16,studentsarerequiredtobeinvitedtoIEPmeetingstodiscusstransitionserviceswiththeIEPteam.TransitionservicescanbestartedearlieriftheIEPteamdeemsitnecessary,butthestudentmustbeinvitedtothemeeting,orappropriatemeasuresmustbetakentoaccountforstudentpreference.[24]Transitionservicescoordinatethetransitionbetweenschoolandpost-schoolactivities,suchassecondaryeducation,vocationaltraining,employment,independentliving,etc.Thesetransitionaldecisionsshouldbebasedonthestudent'sstrengths/weaknesses,preferences,andtheskillspossessedbytheindividual.Onceadecisionhasbeenmadeonthetransitionservice,aplanshouldbeformedtoallowthestudenttobeabletofullyreachthisgoal.Inorderforthistohappen,objectives,instructionneeded,andotherskillsshouldbeassessedandtakenintoaccounttopreparetheindividualforthistransition.[3] Disciplineofachildwithadisability[edit] PursuanttoIDEA,whendiscipliningachildwithadisability,onemusttakethatdisabilityintoconsiderationtodeterminetheappropriatenessofthedisciplinaryactions.Forexample,ifachildwithAutismissensitivetoloudnoises,andsherunsoutofaroomfilledwithloudnoisesduetosensoryoverload,appropriatedisciplinarymeasureforthatbehavior(runningoutoftheroom)musttakeintoaccountthechild'sdisability,suchasavoidingpunishmentsthatinvolveloudnoises.Moreover,anassessmentshouldbemadeastowhetherappropriateaccommodationswereinplacetomeettheneedsofthechild. AccordingtotheUnitedStatesDepartmentofEducation,incasesofchildrenwithdisabilitieswhohavebeensuspendedfor10ormoredaysforeachschoolyear(includingpartialdays),thelocaleducationagency(LEA)mustholdamanifestationdeterminationhearingwithin10schooldaysofanydecisiontochangetheplacementofachildresultingfromaviolationofcodeofstudentconduct.TheStayPutlawstatesthatachildshallnotbemovedfromtheircurrentplacementorinterimservicesintoanalternativeplacementiftheinfractionwasdeemedtocausedangertootherstudents.TheLEA,theparent,andrelevantmembersoftheindividualizededucationprogram(IEP)team(asdeterminedbytheparentandLEA)shallreviewallrelevantinformationinthestudent'sfile,includingthechild'sIEP,anyteacherobservations,andanyrelevantinformationprovidedbytheparentstodeterminewhethertheconductinquestionwas: causedby,orhadadirectandsubstantialrelationshipto,thechild'sdisability;or thedirectresultoftheLEA'sfailuretoimplementtheIEP. IftheLEA,theparent,andrelevantmembersoftheIEPteammakethedeterminationthattheconductwasamanifestationofthechild'sdisability,theIEPteamshall: conductafunctionalbehavioralassessmentandimplementabehavioralinterventionplanforsuchchild,providedthattheLEAhadnotconductedsuchassessmentpriortosuchdeterminationbeforethebehaviorthatresultedinachangeinplacementdescribedinSection615(k)(1)(C)or(G); inthesituationwhereabehavioralinterventionplanhasbeendeveloped,reviewthebehavioralinterventionplanifthechildalreadyhassuchabehavioralinterventionplan,andmodifyit,asnecessary,toaddressthebehavior;and exceptasprovidedinSection615(k)(1)(G),returnthechildtotheplacementfromwhichthechildwasremoved,unlesstheparentandtheLEAagreetoachangeofplacementaspartofthemodificationofthebehaviorinterventionplan.[25] Ifitisdeterminedthatastudent'sbehaviorisamanifestationoftheirdisability,thenheorshemaynotbesuspendedorexpelled.However,underIDEA2004,ifastudent"bringsaweapontoschooloraschoolfunction;orknowinglypossess,uses,orsellsillegaldrugsorcontrolledsubstancesatschooloraschoolfunction";orcauses"seriousbodilyinjuryuponanotherperson,"heorshemaybeplacedinaninterimalternateeducationalsetting(IAES)forupto45schooldays.[26]ThisplacementallowsthestudenttocontinuereceivingeducationalserviceswhiletheIEPteamhastimetodeterminetheappropriateplacementandtheappropriatecourseofactionincludingreviewingtheFBAandtheBIP. Prohibitiononmandatorymedication[edit] DuetoallegationsthatschoolofficialscoercedparentsintoadministeringmedicationsuchasRitalintotheirchild,anamendmenttotheIDEAwasaddedcalledprohibitiononmandatorymedication.Schoolsmaynotrequireparentstoobtainacontrolledsubstanceasaconditionof:[7][27] attendingschool receivinganevaluationorreevaluation receivingspecialeducationservices AlignmentwithNoChildLeftBehind[edit] ThereauthorizationofIDEAin2004revisedthestatutetoalignwiththerequirementsoftheNoChildLeftBehindAct(NCLB).NCLBallowsfinancialincentivestostateswhoimprovetheirspecialeducationservicesandservicesforallstudents.Stateswhodonotimprovemustrefundtheseincentivestothefederalgovernment,allowparentschoiceofschoolsfortheirchildren,andabidebyotherprovisions.SomestatesarestillreluctanttoeducatestudentswhoareeligibleforservicesunderIDEAandseekremediesthroughthecourts.However,IDEAandNCLBarestillthelawsofthelandtodate. InlookingtoalignNCLBandthe2004reauthorizationofIDEA,thereareafewkeyareasofalignment:requirementofhighlyqualifiedteachers;anestablishmentofgoalsforstudentswithdisabilities;andassessmentlevelsforthesestudents.[28] ThealignmentofNCLBandIDEArequiresthatallspecialeducationteachersbehighlyqualified.Whilethestandardsforbeinghighlyqualifiedmaydifferbetweenstateorschooldistrict,theminimumrequirementsarethatateacherholdabachelor'sdegreefromafour-yearcollege,becertifiedandlicensedtoteachbythestateandhavetakenthenecessaryteststoindicatecompetencyinone'ssubjectarea,[29] althoughspecialeducationteachersareoftenexemptfromsuchtesting.Theserequirementsforhighlyqualifiedteachersdonotalwaysexistforprivateschools,elementaryorsecondary.Next,goalsandassessmentsmustbeprovidedtoalignwithstudents'educationalneeds.Astateisallowedtodevelopalternateormodifiedassessmentsforstudentsinspecialeducationprograms,butbenchmarksandprogressmuststillbemetontheseteststhatindicateadequateyearlyprogress(AYP).Inaddition,thesegoalsandassessmentsmustbealignedsimilarlytostudentsenrolledingeneraleducation.Finally,inordertomakeAYP,schoolsmayadditionallyrequirethatschoolsmeetstatestandardsofstudentretentionintermsofdropoutratesandgraduateratesfortheirspecialeducationstudents.[30] Earlyintervention[edit] TheEducationforAllHandicappedChildrenActof1975startedthecourseofactionforearlyinterventionprograms.InthisAct,publicschoolsthatreceivedfederalfundingwererequiredtoprovideequalaccesstoeducationforchildrenwithdisabilities.[31]ServicesforinfantsandtoddlerswerenotincludedintheActuntilthereauthorizationin1986.[32] OnSeptember6,2011,theUSDepartmentofEducationupdatedtheIDEAtoincludespecificinterventionsforchildrenofages2andunderwhohavedisabilities.ThissectionoftheIDEAisentitledPartCandserveschildrenwithdevelopmentaldelaysorchildrenwhohaveconditionsthatmayleadtofuturedevelopmentaldelays.PartCisa$436-millioninitiativethatwillbeadministeredatthestatelevel.[33] OnSeptember28,2011,theDepartmentofEducationpublishedanarticleintheFederalRegisterdetailingtheupdatesthathavebeenmadetoPartCoftheIDEA.[34]TheregulationsareeffectiveonOctober28,2011.Majorchangesintheregulationsaredetailedbelow: Thedefinitionofmultidisciplinaryhasbeenrevisedtorespectaspectsofanupdatedindividualizedfamilyserviceplan(IFSP)team. NativelanguageisthelanguagenormallyusedbytheparentsofthechildforanychildwhoisdeemedlimitedEnglishproficient. Astate'sapplicationmustincludehowtheStateplanstofollowthepayor-of-last-resortrequirementsinSection303.511 Astate'sapplicationmustdistinguishbetweenpre-referral,referral,andpost-referralIFSPactivitiessuchasscreening,evaluations,assessments,IFSPdevelopment,etc. SuchanapplicationmustspecifythatearlyidentificationinformationbeprovidedinthenativelanguagesofvariouspopulationgroupsintheState. AstatemustreporttothepublictheperformanceofeachEarlyInterventionSystemprograminrelationtotheState'sAnnualPerformanceReport. MorespecificdetailsonEarlyInterventionrequirementsarefoundbelow. PartCofIDEA[edit] IndividualizedFamilyServicePlan(IFSP)[edit] AnIndividualizedFamilyServicePlan(IFSP)isastrengths-basedplanofcarefortheinfant/toddlerhavingadevelopmentaldelayordisability.Theplanisbasedonachildandfamilyassessmentofstrengthsandneedsaswellastheresultsofmultidisciplinaryevaluationsadministeredbyqualifiedprofessionalsmeetingtheirstate'scertificationguidelines.TheIFSPissimilartoanIEPinthatitaddressesspecificservices;whowillprovidethemandwhen/where,howoften,etc.;ismonitoredandupdatedfrequently.UnlikeanIEP,however,theIFSPaddressestheneedsofnotonlythechildbutalsothefamilytomeettheirfamilygoalsandspecifiedoutcomesasrelatestoassistingintheirchild'sdevelopment.AllinfantsandtoddlersreceivingearlyinterventionservicesunderPartCofIDEAarerequiredtohaveanIFSPinordertoreceiveservices.[35]PartCofIDEAistheprogramthatawardsgrantstoeverystateintheUnitedStatestoprovideearlyinterventionservicestochildrenfrombirthtoage3whohavedisabilitiesandtotheirfamilies.[35]PartCofIDEAalsoallowsstatestodefine"developmentaldelay"(eitherasastandarddeviationorapercentdelayinchronologicalmonths)foreligibility.Statesprovideearlyinterventionservicestothechildrenwhohavemedicallydiagnoseddisabilitiesaswellaschildrenwhoexhibitdevelopmentaldelays.Somestatesopttoexpandservicesto"atrisk"infantsandtoddlersanddefineinstatestatuteswhatconstitutesachildatriskfordevelopmentaldelay.[36]Inordertoreceivefunding,participatingstatesmustprovideearlyinterventiontoeveryeligiblechildandtherespectivefamily,regardlessofpaysource.[36]Lastly,servicesfromPartCarenotnecessarilyfree–earlyinterventionprograms,asthepayoroflastresort,makeuseofpublicandprivateinsurance,communityresources,andsomestatesimplementa"slidingscale"offeesforservicesnotcoveredbypublicorprivateinsurance.[37] GoalsforanIFSP[edit] ThegoalofanIFSPistoassistthefamilyinmeetingtheirchild'sdevelopmentalneedsinorderfortheinfantortoddler(birthtoagethree)toincreasefunctionalabilities,gainindependenceandmobility,andbeanactiveparticipantinhis/herfamilyandcommunity.Anothergoalofearlyinterventioningeneralistoimproveachild'sfunctionalabilities,particularlyinthedomainsofcommunication,cognitiveability,andsocial/emotionalwell-beinginpreparationforpreschoolandlaterkindergartensothatextensivespecialeducationserviceswillnotbenecessaryforthechild'sacademicsuccess.[38]Onceaninfant/toddlerisdeterminedeligible(eachstatesettingitsowneligibilityrequirements),thefamilyidentifieswhomtheywouldliketoparticipateaspartoftheIFSPteam.TheIndividualswithDisabilitiesEducationAct(IDEA)PartCrequiresthattheIFSPteamconsistofthefamilyandatleasttwoearlyinterventionprofessionalsfromdifferentdisciplines(onebeingtheservicecoordinator)–consistentwithCFR§303.343(a)(1)(iv).However,thefamilymaychoosetoincludeothermembersontheteamsuchasthechild'spediatrician,anearly-interventionserviceproviderwhomaybeworkingwiththechild,aparentadvocateortrustedfriend/familymember. TheIFSPteamworkswiththefamilytocreatea"serviceplan"toaddressthedeficitsoftheinfantortoddlerandtoassistthefamilyinmeetingtheirgoalsfortheirchild's(andfamily's)development.Theteamusesinformationthatthefamilyprovidesaswellastheresultsofatleasttwoevaluations,allavailablemedicalrecords,andtheinformedclinicalopinionoftheprofessionalsservingontheIFSPteam.AninitialIFSPisthencreatedwiththefamily.[37]AnIFSPwilloutlinethefollowing: thechild'scurrentlevelsofphysical,cognitive,communication,socialoremotional,andadaptivedevelopment; thefamily'sresources,priorities,andconcernstohelpintheirchild'sdevelopment; thedesiredendresultforthechildandforthefamily(goals/outcomes),aswellasthestepsneededtoachievesaidendresult(objectives).Theplanwillbemonitoredandevaluatedquarterlytogaugeprogress.Ifthefamilychoosestorevisethegoalsortheplan,theyincludeupdatesasrevisedadditionstotheplan. theearlyinterventionservicesforthechildandthefamily,includinghowoftenandthemethodofhowthechildandthefamilywillreceivetheservices,thedifferentenvironmentsinwhichtheserviceswillbeprovidedandjustificationforservicesnotprovidedinthe"naturalenvironment"asdefinedbyIDEA(thelocationwhereachildwithoutadisabilitywouldspendmostofhis/hertime).Forexample,thefamilymighthaverequestedtoreceiveservicesforthechildataday-carecenterorintheirhome. thedatetheserviceswillbeginandtheiranticipatedduration.[39] theidentificationoftheservicecoordinatorfromtheprofessionmostimmediatelyrelevanttotheinfant'sortoddler'sfamily'sneeds,thepersonwhowillberesponsiblefortheimplementationandcoordinationoftheplanwiththeotheragenciesandpersons.[39] Fortoddlersapproachingthethirdbirthday,theIFSPwillincludeatransitionplanoutliningthesteps,activities,andservicesneededtosupportthetransitionofthetoddlerwithadisabilitytopreschoolorotherappropriateservices.[39] Insummary,akeytoaneffectiveIFSPistoincludeoutcomesthat"addresstheentirefamily'swell-beingandnotonlyoutcomesdesignedtobenefitthechild'sdevelopment."[37]Forthisreason,theIFSPwillinherentlyhavegoalsthataredesignedforthefamilyaswellasforthechild.[40]Theservicecoordinatorwillhelptheearly-interventionteamofserviceproviderswriteobjectivesthatmeetthefamily'sprioritiesandconcerns. DifferencesbetweenIFSPandIEP[edit] WhenwritingtheIFSPforachild,theIFSPcan(butwillnotalways)outlineservicesthatarenotoneoftheseventeenmandatedearly-interventionservicesunderPartCoftheIDEA.[41]Forexample,aparentmayneedcounselingservicestoovercomedebilitatingdepressioninordertobettercarefortheinfantortoddler,andtheseserviceswillbewrittenintothefamily'splan.TheIEP(IndividualizedEducationPlan)cannotincludeservicestomeet"familygoals"butmustfocussolelyonwhatthechildneedstoachieveacademicsuccessinaneducationalsetting(whethertheclassoractivityisacademicorextra-curricularinnature). TheIndividualizedFamilyServicePlanisdifferentcomparedtoanIndividualEducationPlaninotherkeyways: Eligibilityforearlyintervention(birthtothree)underPartCofIDEAissetbyeachstateindividuallyandisoftendifferentfromeligibilityforspecialeducation(3–21)underPartBofIDEA. TheIFSPwillhavegoalsandoutcomesforthefamilyandfortheinfant's/toddler'sdevelopment. GoalsontheIFSPmaybeinnon-academicareasofdevelopmentsuchasmobility,self-care,andsocial/emotionalwell-being.[41]TheIEPhasgoalsandoutcomesforthechildonlyandrelatedentirelytohis/herabilitytoadapttoandprogressinaneducationalsetting.[42] TheIFSPincludesservicestohelpafamilyinnaturalenvironmentsettings(notjustindaycare/preschool)butathome,inthecommunity,etc.ServicesandactivitiesontheIFSPcouldbetailoredtoinclude"naptime,""infantswimminglessonsattheYMCA,""churchoutings,"etc.[41]TheIEPprovidesservicessolelyonwhathappensinapre-schoolorK-5schoolenvironmentorschool-sponsoredfieldtrip/activity[42] TheIFSPteaminvolvesaservicecoordinatorwhoassiststhefamilyindevelopingandimplementingtheIFSP.[41]TheIEPteamalsoinvolvesthefamily,buttheschooldistrictgenerallydoesnotprovideaprofessionalwhorepresentsthemandprovidescasemanagement/servicecoordination.Thefamilywillhavetocommunicatewiththespecialeducationdepartment'sdesignee. ChildAbusePreventionandTreatmentAct[edit] TheKeepingChildrenandFamiliesSafeActof2003(P.L.108–36)amendedCAPTAbyrequiringthatcasesofabusedandneglectedchildren,orthosepre-orpost-natallyexposedtoillegalsubstances,bereferredtoearlyinterventionservicesusingIDEAPartCfunds.[43]Thisprovisionisalsoreflectedinthe2004revisionofIDEA.Specifically,statescanapplyforgrantmoneyfromIDEAforspecificidentificationandreferralprograms. AbusedandneglectedchildrenareincludedunderIDEApartCduetothegrowingbodyofevidenceshowingincreasedriskofdevelopmentaldelayamongchildreninthechildwelfaresystem.[43]In2013,therewereanestimated679,000victimsofchildabuseandneglect.[44]Nearlyhalf(47%)werefiveyearsoryounger.[44]Theresultsofthe2008NationalSurveyofChildandAdolescentWell-Being(NSCAW)reportedthatchildreninChildWelfarehadbelowaveragecognitive,behavioral,dailyliving,language,social-emotionalandsocialskillscomparedtotheirpeers.Slightlylessthanhalfofchildrenfiveandundershoweddevelopmentaldelay.[45]Asocialandemotionalassessmentgiventocaretakersofthesechildrenshowed34.1%hadapossibleproblem,and27.0%hadapossiblesocial/emotionaldeficitordelaycomparedto25%and15%,respectively,inastandardizedpopulation.[45]Neurodevelopmentally,childreninthechildwelfaresystemhaveriskssimilartothoseofprematureandlow-birth-weightinfants.[45]Childreninthispopulationscorednearlyonestandarddeviationbelowthemeanoftheearly-cognitive-developmenttoolusedforassessment.Languageskillsfellalmostonestandarddeviationbelowthenormaswell.Overall,42.6%ofchildrenagedonetofiveyearsshowedaneedfordevelopmentalsupport,makingthempotentiallyeligibleforearlyinterventionservices.[45] Inordertotracktheadherencetothelaw,theChildAbusePreventionandTreatmentActReauthorizationActof2010(P.L.111–320)requiredthateligiblechildrenandthoseactuallyreferredtoEIbereportedbyeachstatebeginningin2014.[43]A2008surveyof30participatingstatesbytheIDEAInfantandToddlerCoordinatorsAssociationshowedthat65%ofchildrenunderthreewhoareabusedorneglectedarebeingroutinelyscreenedfordevelopmentaldelays.FiftypercentofrespondentsdidnotknowwhethertheirreferralsforPartChadincreasedordecreasedintheprioryear.[46]Asnotedbymanyrespondentstothissurvey,thereferralsystemneedsmorefundingandbettercommunicationamongchildwelfarepersonnel. RelationshipbetweenIDEAandSection504[edit] Section504oftheRehabilitationActof1973isanotherlawwhichassurescertainprotectionstocertainstudentswithdisabilities.§504statesthat: "Nootherwise qualifiedindividualwithadisabilityintheUnitedStates...shall,solely byreasonofherorhisdisability,beexcludedfromtheparticipationin,be deniedthebenefitsof,orbesubjectedtodiscriminationunderanyprogramor activityreceivingFederalfinancialassistance....".29U.S.C.794(a). RecipientsofthisFederalfinancialassistanceincludepublic schooldistricts,institutionsofhighereducation,andotherstateandlocal educationagencies.TheregulationsimplementingSection504inthecontextof educationalinstitutionsappearat34C.F.R.Part104D.[47]§504appliestoallprogramsoractivities,includingschools,thatreceivefederalfinancialassistance.See29U.S.C.794(b)(2)(B)(defining"programoractivity"toincludetheoperationsof"localeducationalagenc[ies]"). Eligibilityunder§504isdifferentfromthatunderIDEA.WhileIDEArecognizesthirteencategoriesofdisability,§504definesindividualswithdisabilitiestoincludeanyindividualwithaphysicalormentalconditionwhichsubstantiallylimitsatleastonemajorlifeactivity.29U.S.C.705(20).Italsoincludespersonswithahistoryofsuchadisabilityandthosewhoareperceivedtohaveadisability.Most,ifnotall,childreneligibleunderIDEAarealsoentitledto§504'sprotections.RegulationspromulgatedbytheDepartmentofEducationofferadditionalguidanceregardingthestatute'sprohibitionsinthecontextofthiscase.See34C.F.R.104etseq. LikeIDEA,§504'sregulationsinclude"childfind"provisions.Thus,publicschooldistrictshaveanaffirmativedutytoidentifyandevaluateeveryqualifiedchildwithdisabilitiesresidingintherecipient'sjurisdictionwhoisnotreceivingapubliceducationandtakeappropriatestepstonotifypersonswithdisabilitiesandtheirparentsorguardiansoftherecipient'sdutiesunder§504.34C.F.R.104.32. TheSection504regulationsrequireaschooldistricttoprovidea"free appropriatepubliceducation"(FAPE)toeachqualifiedstudentwithadisability whoisintheschooldistrict'sjurisdiction,regardlessofthenatureorseverity ofthedisability.UnderSection504,FAPEconsistsoftheprovisionofregular orspecialeducationandrelatedaidsandservicesdesignedtomeetthestudent's individualeducationalneedsasadequatelyastheneedsofnondisabledstudentsaremet.[48] Legislativehistory[edit] 1975—TheEducationforAllHandicappedChildrenAct(EAHCA)becamelaw.ItwasrenamedtheIndividualswithDisabilitiesEducationAct(IDEA)in1990. 1990—IDEAfirstcameintobeingonOctober30,1990,whenthe"EducationofAllHandicappedChildrenAct"(itselfhavingbeenintroducedin1975)wasrenamed"IndividualswithDisabilitiesEducationAct."(Pub.L.No.101-476,104Stat.1142).IDEAreceivedminoramendmentsinOctober1991(Pub.L.No.102-119,105Stat.587). 1997—IDEAreceivedsignificantamendments.Thedefinitionofdisabledchildrenexpandedtoincludedevelopmentallydelayedchildrenbetweenthreeandnineyearsofage.ItalsorequiredparentstoattempttoresolvedisputeswithschoolsandLocalEducationalAgencies(LEAs)throughmediation,andprovidedaprocessfordoingso.Theamendmentsauthorizedadditionalgrantsfortechnology,disabledinfantsandtoddlers,parenttraining,andprofessionaldevelopment.(Pub.L.No.105-17,111Stat.37). 2004—IDEAwasamendedbytheIndividualsWithDisabilitiesEducationImprovementActof2004,nowknownasIDEIA.SeveralprovisionsalignedIDEAwiththeNoChildLeftBehindActof2001,signedbyPresidentGeorgeW.Bush.Itauthorizedfifteenstatestoimplement3-yearIEPsonatrialbasiswhenparentscontinuallyagree.DrawingonthereportofthePresident'sCommissiononExcellenceinSpecialEducation,[49]thelawrevisedtherequirementsforevaluatingchildrenwithlearningdisabilities.Moreconcreteprovisionsrelatingtodisciplineofspecialeducationstudentswerealsoadded.(Pub.L.No.108-446,118Stat.2647). 2008—AmericanswithDisabilitiesActAmendmentsActwassignedintolawinSeptember. 2009—Followingacampaignpromisefor"fundingtheIndividualswithDisabilitiesEducationAct",[50]PresidentBarackObamasignedtheAmericanRecoveryandReinvestmentActof2009(ARRA),including$12.2billioninadditionalfunds.[51] 2009—AmericanswithDisabilitiesActAmendmentsActbecameeffectiveonJanuary1,2009 SelectedU.S.SupremeCourtdecisions[edit] CedarRapidsCommunitySchoolDist.v.GarretF.[edit] Mainarticle:CedarRapidsCommunitySchoolDist.v.GarretF. CedarRapidsCommunitySchoolDist.v.GarretF.526U.S.66(1999)wasaSupremeCourtcaseinwhichtheCourt,relyingheavilyonIrvingIndependentSchoolDist.v.Tatro,468U.S.883(1984),ruledthattherelatedIDEAservicesprovisionrequiredpublicschooldistrictstofund"continuous,one-on-onenursingcarefordisabledchildren"suchastheventilator-dependentchildinthiscase,despiteargumentsfromtheschooldistrictconcerningthecostsoftheservices."[52]: 6 Thereisnoundueburdenexemption.UndertheCourt'sreadingoftheIDEA'srelevantprovisions,medicaltreatmentssuchassuctioning,ventilatorchecks,catheterization,andotherswhichcanbeadministeredbynon-physicianpersonnelcomewithintheparametersofthespecialeducationlaw'srelatedservices.[53]DisabilityadvocatesconsideredtheCourtdecisiontobea"substantialvictoryforfamiliesofchildrenwithdisabilities."[52]: 6 AmendmentsweremadeintheEducationFlexibilityPartnershipActof1999toincreaseIDEAfundingasaresultofthecase.[52]: 6  ForestGroveSchoolDistrictv.T.A.[edit] Mainarticle:ForestGroveSchoolDistrictv.T.A. ThecaseofForestGroveSchoolDistrictv.T.A.,129S.Ct.2484(2009)addressedtheissueofwhethertheparentsofastudentwhohasneverreceivedspecialeducationservicesfromapublicschooldistrictarepotentiallyeligibleforreimbursementofprivateschooltuitionforthatstudentundertheIDEA.[54]TheSupremeCourtheldthatparentsofdisabledchildrencanseekreimbursementforprivateeducationexpensesregardlesswhethertheirchildhadpreviouslyreceivedspecial-educationservicesfromapublicschool.Byavoteofsixtothree,theCourtheldthattheIDEAauthorizesreimbursementwheneverapublicschoolfailstomakeafreeappropriatepubliceducation(FAPE)availabletoadisabledchild. EndrewF.v.DouglasCountySchoolDistrict[edit] Mainarticle:EndrewF.v.DouglasCountySchoolDist.RE–1 EndrewF.v.DouglasCountySchoolDistrictisaSupremeCourtcaseabout"thelevelofeducationalbenefitschooldistrictsmustprovidestudentswithdisabilitiesasdefinedbyIDEA.[55]Thecaseisdescribedbyadvocatesas"themostsignificantspecial-educationissuetoreachthehighcourtinthreedecades."[56]OnMarch22,2017,theSupremeCourtruled8–0infavorofstudentswithdisabilitiessayingthatmeaningful,"appropriatelyambitious"progressgoesfurtherthanwhatthelowercourtshadheld.[57] TheU.S.SupremeCourtheardthe"potentiallygroundbreakingcase"broughtbya"DouglasCountycouplewhoclaimthattheirautisticsonwasnotprovidedanadequateeducationinthepublicschoolsystemasrequiredbyfederallaw."[58]AccesstopubliceducationthroughIDEAwasaffirmedin1982inBoardofEducationv.Rowley,butthequalityofguaranteededucationforstudentswithdisabilitiesunderIDEAhadnotbeenaddressed.[58]ThisSupremeCourtcasehasthepotentialto"affecttheeducationof6.7millionchildrenwithdisabilities"astheCourt"struggles"todecidewhetheritshouldrequirepublicschoolstodomoreunderafederallawthatcallsforthemtoprovideafreeeducationthataddressesthechildren'sneeds.ThereareotherswhocontendthattheEndrewcasemaybeapplicabletoallofthe76millionstudentsenrolledinU.S.publicschoolsduetothe14thAmendmentEqualProtectionClause.Therighttoanequaleducationalopportunityisoneofthemostvaluablerightsyouhave,saysACLU.org."[59]"[60] In2010,Endrew,whowasinpublicschoolinDouglasCountySchoolDistrictRE-1,begantoexhibit"severebehavioralissues."Theparentsremovedtheirchildfromthepublicschoolandenrolledhiminaprivatespecializedschoolforchildrenwithautismwithanannualtuitionof$70,000.[61]ThefamilyrequestedreimbursementforthetuitionclaimingtheDouglasCountySchoolDistricthadnotfulfilledtherequirementsofIDEA.TheylosttheircasebeforetheUnitedStatesDistrictCourtfortheDistrictofColorado,andbeforetheAppealsCourt.[61]Theirargumentwasthat"thefederalstatuteonlyrequiresthatschoolsprovidestudentswith"someeducationalbenefit.""[58] SupremeCourtJusticesStephenG.Breyer,SamuelAlito,andAnthonyM.KennedyexpressedconcernsabouttheimplicationsofimplementingIDEAwithchangesinqualityofeducationstandards.Breyercautionedaboutpotentialrisingcostsoflitigation,forexample,extraneouslawsuits.[59]Kennedyquestionedthefinancialcosttodistrictswithseverelydisabledstudents;Alitoconsideredtheburdenonpoorerschooldistricts.[59] Onlytwoofthecircuitcourtshadset"meaningfuleducationalbenefit"standard.[62]TheSupremeCourtwilldecidewhetherauniformstandardshouldapplynationally.[56][59] JusticeRuthBaderGinsburgcitedtheBoardofEducationv.Rowley(1982)458U.S.176(1982)inwhichtheCourtheldthatpublicschoolswere"notrequiredbylawtoprovidesignlanguageinterpreterstodeafstudentswhoareotherwisereceivinganequalandadequateeducation." Theparentsclaimedthatschoolsshouldprovide"substantiallyequaleducationalopportunities"andthat"[IDEA]doesnotpermitcosttotrumpwhattheactotherwiserequires.Schoolsshouldprovide"alevelofeducationalservicesdesignedtoallowthechildtoprogressfromgradetogradeinthegeneralcurriculum."[59] Seealso[edit] IndividualswithDisabilitiesEducationAct:Hawaii FamilyEducationalRightsandPrivacyAct(FERPA) Learningdisability References[edit] ^"Thirty-fiveYearsofProgressinEducatingChildrenWithDisabilitiesThroughIDEA--Pg10".OfficeofSpecialEducationandRehabilitativeServices.USDepartmentofEducation.April27,2016.ArchivedfromtheoriginalonNovember26,2012.RetrievedOctober30,2019. ^Hulett,KurtE.(2009).LegalAspectsofSpecialEducation.UpperSaddleRiver,NJ:PearsonEducationInc.,ISBN0131173464OCLC815827554 ^abcdeSeenote1above ^Brownv.Bd.ofEd.,347U.S.483(1954). ^"JohnF.KennedyandPeoplewithIntellectualDisabilities".PresidentialLibrary&Museum.Dorchester,Massachusetts. ^Keogh,Barbara(Fall2007)."CelebratingPL94-142:TheEducationofAllHandicappedChildrenActof1975".IssuesinTeacherEducation16(2):65–69. ^abUnitedStatesDepartmentofEducation,OfficeofSpecialEducationandRehabilitativeServices.History:Twenty-FiveYearsofProgressinEducatingChildrenWithDisabilitiesThroughIDEA.DateofPublicationUnknown.http://www.ed.gov/policy/speced/leg/idea/history.pdf ^abcBacktoSchoolonCivilRights:AdvancingtheFederalCommitmenttoLeaveNoChildBehind,"areportpublishedbytheNationalCouncilonDisabilityonJanuary25,2000. ^Schiller,Ellen,FranO'Reilly,TomFiore,MarkingtheProgressofIDEAImplementation,publishedbytheOfficeofSpecialEducationPrograms.URL:"Archivedcopy"(PDF).Archivedfromtheoriginal(PDF)onSeptember27,2007.RetrievedJuly1,2007.{{citeweb}}:CS1maint:archivedcopyastitle(link),RetrievedJune26,2007. ^abMedley,Dawn(February24,2003)."VSDBstrugglestoevolve".TheNewsLeader.Staunton,Virginia.pp. A1,A5.-ClippingoffirstpageandofsecondpageatNewspapers.com. ^"EHAisOut,IDEAisIn".RetrievedOctober30,2011. ^"Twenty-FiveYearsofProgressinEducationChildrenwithDisabilitiesThroughIDEA".RetrievedOctober30,2011. ^IDEAParentGuide,NationalCenterforLearningDisabilities,April2006.URL:http://www.ncld.org/images/stories/downloads/parent_center/idea2004parentguide.pdf[permanentdeadlink],RetrievedJune16,2007. ^"PresentLevelsofAcademicAchievementandFunctionalPerformance(PLAAFP)",Parentcompanion.org,retrievedApril17,2019 ^"Archivedcopy".ArchivedfromtheoriginalonJuly9,2007.RetrievedJuly1,2007.{{citeweb}}:CS1maint:archivedcopyastitle(link)|Johnson,ScottF.Esq.SpecialEducation&EducationalStandards.NHEdLaw,LLC.RetrievedJuly1,2007. ^20U.S.C. § 1400(c)(5)(A)(i). ^ab20U.S.C. § 1401(9). ^DanielR.R.v.StateBd.ofEd.,874F.2d1036(5thCir.1989). ^TheLeastRestrictiveEnvironmentMandate:HowHasItBeenDefinedbytheCourts?ERICDigest ^"IDEASubpartE—ProceduralSafeguards".IndividualswithDisabilitiesEducationAct.U.S.DepartmentofEducation.RetrievedFebruary17,2020. ^Lee,AndrewM.I."HowIDEAProtectsYouandYourChild."Understood.org.April11,2014.https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/how-idea-protects-you-and-your-child. ^Bateman,BarbaraD."LegalRequirementsforTransitionComponentsoftheIEP."Wrightslaw.April2015.http://www.wrightslaw.com/info/trans.legal.bateman.htm. ^Sealander,KarenA."ConfidentialityandtheLaw."ProfessionalSchoolCounseling.3(2).1999.http://www.pc3connect.org/otherdocs/confidentiality%20and%20the%20law.pdf. ^Seenote22above ^FAPE."IDEA2004Summary".RetrievedJanuary23,2010 ^Yell,M.(2006),TheLawandSpecialEducation(2nded.)UpperSaddleRiver,NewJersey:PearsonEducation,Inc.-Merrill/PrenticeHall. ^20 U.S.C. § 1400et.seq. ^AlignmentwiththeNoChildLeftBehindAct.Ed.gov.RetrievedOctober23,2011,fromidea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C3%2C ^HighlyQualifiedTeachers.OfficeofSuperintendentofPublicInstruction.RetrievedOctober29,2011,fromhttp://www.k12.wa.us/titleiia/highlyqualifiedteachers.aspx ^Topic:AlignmentwiththeNoChildLeftBehindAct.Ed.gov.RetrievedOctober23,2011,fromhttps://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C3%2C ^"EducationforAllHandicappedChildrenAct"WikipediaEducationforAllHandicappedChildrenAct ^"HistoryoftheInclusionofStudentswithDisabilitiesinAssessments|CenterforParentInformationandResources".Nichcy.org.July22,2016.RetrievedApril9,2018. ^USDOE."EducationDepartmentAnnounceRegulationstoImproveOutcomesforInfantsandToddlerswithDisabilitiesandTheirFamilies".RetrievedOctober29,2011. ^USDepartmentofEducation(October28,2011)."EarlyInterventionProgramforInfantsandToddlerswithDisabilities".FederalRegister.76:60140–60309. ^abGuidelinesfortheIndividualizedFamilyServicePlan(IFSP)UnderPartCofIDEA,"GuidelinesfortheIndividualizedFamilyServicePlan(IFSP)UnderPartCofIDEA-LearningDisabilitiesAssociationofAmerica".ArchivedfromtheoriginalonOctober7,2011.RetrievedOctober30,2011.,additionaltext ^abIDEA97PartCTheProgramforInfantsandToddlerswithDisabilities ^abcYoungExceptionalChildrenDecember2008vol.12no.12–19 ^NAEYC."Nationalassociationfortheeducationofyoungchildren".NAEYC.RetrievedApril9,2018. ^abcTheIndividualFamilyServicePlanArchivedApril15,2011,attheWaybackMachine ^Earlyinterventionservices:Afamily-professionalpartnershipCantu,Carolyn.TheExceptionalParent32.12(Dec2002):47–50. ^abcdPreboth,M.(2000).Individualeducationplandevelopment.AmericanFamilyPhysician,61(6),1912-1912-1915.Retrievedfrom[1] ^ab"IndividualizedEducationProgram"WikipediaIndividualizedEducationProgram ^abc"AddressingtheNeedsofYoungChildreninChildWelfare:PartC—EarlyInterventionServices-ChildWelfareInformationGateway".www.childwelfare.gov.RetrievedOctober30,2015. ^ab"ChildMaltreatment2013|Children'sBureau|AdministrationforChildrenandFamilies".www.acf.hhs.gov.RetrievedOctober30,2015. ^abcd"NSCAWIIWave2Report:ChildWell-Being|OfficeofPlanning,Research&Evaluation|AdministrationforChildrenandFamilies".www.acf.hhs.gov.RetrievedOctober30,2015. ^"ITCACAPTASurveyResults"(PDF).IDEAInfantandToddlerCoordinatorsAssociation.2008.Archivedfromtheoriginal(PDF)onJanuary26,2016. ^"34C.F.R.Part104".www2.ed.gov.RetrievedAugust21,2015. ^"ProtectingStudentsWithDisabilities".www2.ed.gov.RetrievedAugust21,2015. ^"ANewEra:RevitalizingSpecialEducationforChildrenandTheirFamilies".ArchivedfromtheoriginalonApril7,2009.RetrievedApril7,2009. ^Sees:http://en.wikisource.org/wiki/TheChange.govAgenda#Disabilities. ^"AmericanRecoveryandReinvestmentActof2009:IDEARecoveryFundsforServicestoChildrenandYouthswithDisabilities".USDepartmentofEducation.April1,2009. ^abcIanO.Javier,ed.(2005),TheIndividualswithDisabilitiesEducationAct(IDEA),NovaSciencePublishers,Inc.2013,ISBN 1594547106 ^"Wrightslaw,articletitleTheSupremeCourtoftheUnitedStates526U.S.66(1999)CedarRapidsCommunitySchoolDistrictv.GarretF.,aminor,byhismotherandnextfriend,CharleneF."RetrievedOctober6,2014. ^ArgumentPreview:ForestGroveSchoolDistrictv.TA,Scotusblog.com,April27,2009 ^SCOTUS:LedbySen.Murray&Rep.Scott,118LawmakersFileBicameralAmicusBrieftoSafeguardRightsofStudentsWithDisabilitiestoReceiveMeaningfulPublicEducation,November21,2016,retrievedJanuary12,2017 ^abEmmaBrown(January10,2017),"SupremeCourttodecide:Whatlevelofeducationdopublicschoolslegallyowetostudentswithdisabilities?",WashingtonPost,Washington,DC,retrievedJanuary12,2017 ^TheSupremeCourtRulesInFavorOfASpecialEducationStudentNPRNews,RetrievedMarch24,2017 ^abcJohnAguilar(September29,2016),U.S.SupremeCourtwillhearDouglasCountystudentwithdisabilitiescase:Originsofpotentiallylandmarkcasestretchbackto2010,DenverPost,retrievedJanuary12,2017 ^abcdeAdamLiptak(January11,2017),"JusticesFace'BlizzardofWords'inSpecialEducationCase",TheNewYorkTimes,Washington,DC,retrievedJanuary12,2017 ^"EducationalBenefit:"MerelyMoreThanDeMinimis"or"Meaningful"?SupremeCourtRevisitsRequirementsinEndrewF.v.DouglasCo.Sch.Dist.RE-1.PeterWrightandPamelaWright".Wrightslaw.com.RetrievedApril9,2018. ^ab"EndrewF.,aminor,byandthroughhisparentsandnextfriends,JosephF.,andJenniferF.,Plaintiffs-Appellants,v.No.14-1417DouglasCountySchoolDistrictRE-1"(PDF),UnitedStatesCourtofAppealsfortheTenthCircuit,May15,2016,retrievedJanuary12,2017 ^CarolynPhenicie(January10,2017),"SpecialeducationattheSupremeCourt:7thingstoknowaboutWednesday'sEndrewF.case",LASchoolReport,retrievedJanuary12,2017 Externallinks[edit] IndividualizedDisabilitiesEducationActresourcesfromtheUSDepartmentofEducation,includinglawsandregulations IDEA/SpecialEducationinformationandadvocacyfromtheNationalEducationAssociation. IDEASpecialEducationSupportsfromtheCincinnatiChildren'sHospitalMedicalCenter. U.S.DepartmentofEducation,OfficeforCivilRights FamilyNetworkonDisabilities Retrievedfrom"https://en.wikipedia.org/w/index.php?title=Individuals_with_Disabilities_Education_Act&oldid=1113919655" Categories:2004ineducationActsofthe105thUnitedStatesCongressActsofthe108thUnitedStatesCongressUnitedStatesfederaldisabilitylegislationUnitedStatesfederaleducationlegislationSpecialeducationintheUnitedStatesAnti-discriminationlawintheUnitedStatesHiddencategories:CS1maint:archivedcopyastitleAllarticleswithdeadexternallinksArticleswithdeadexternallinksfromApril2018ArticleswithpermanentlydeadexternallinksWebarchivetemplatewaybacklinksArticleswithshortdescriptionShortdescriptionmatchesWikidataUsemdydatesfromMay2012UseAmericanEnglishfromApril2019AllWikipediaarticleswritteninAmericanEnglishAllarticleswithunsourcedstatementsArticleswithunsourcedstatementsfromJuly2019 Navigationmenu Personaltools NotloggedinTalkContributionsCreateaccountLogin Namespaces ArticleTalk English Views ReadEditViewhistory More Search Navigation MainpageContentsCurrenteventsRandomarticleAboutWikipediaContactusDonate Contribute HelpLearntoeditCommunityportalRecentchangesUploadfile Tools WhatlinkshereRelatedchangesUploadfileSpecialpagesPermanentlinkPageinformationCitethispageWikidataitem Print/export DownloadasPDFPrintableversion Languages 한국어Türkçe Editlinks