Individuals With Disabilities Education Act (IEP)

Individuals With Disabilities Education Act (IEP)
Students with intellectual disabilities present a distinctive educational challenge and need assistance
achieving their academic needs (Luckasson & Schalock, 2013). To support students to meet their
academic needs, Individuals with Disabilities Education Act (IDEA) requires each student with an
intellectual disability to have an individualized education program (Gartin & Murdick, 2005).
During this development, the individualized education program (IEP) team must consider assistive
technology (AT) during the drafting of each student's IEP. Assistive technology in special education
services is identified as a potential effective intervention strategy to aid students to achieve their
educational goals and objectives (Bouck, Flanagan, Miller,
... Get more on HelpWriting.net ...

Individuals With Disabilities Education Act: An Analysis
The Individuals with Disabilities Education Act (IDEA) identifies students with emotional
disturbance by using a specified set of criteria. The five characteristics that define children as
eligible to receive special education services as emotionally disturbed include problems that occur
over an extended period of time, to a marked degree, and have an adverse effect on the student's
educational performance. The literature indicates that there are major issues in regards to educating
students with emotional disturbances (Barnett, 2012). One issue is that there is a wide range of
emotional and behavioral disorders among children. Children come from different backgrounds and
ethnicities, as well as display a variety of disabilities within the

Individuals with Disabilities Education Act Essay
The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the
child's family during the Individualized Education Program (IEP) process. Parents and/or caregivers
are considered one of the most essential members of their child's IEP team. Their involvement
benefits their child's overall academic success. Unfortunately, full parental involvement does not
always occur and there can be many different reasons for their nonparticipation. The IEP process
can be a very overwhelming experience for families with children with special needs, especially for
those who are culturally diverse. It is the job of the professionals and special education teachers to
understand the importance of collaborating with family's ... Show more content on Helpwriting.net
...
These families may have moved to the United States from a foreign country and are unfamiliar with
the education system or some may hold different values about education. Many families from
different countries are not aware of the special education process and enter an IEP meeting
expecting the usual parent–teacher conference and instead are overwhelmed by the large amount of
professionals in one room. These parents could greatly benefit from receiving background
information or watching a video explaining the process before attending their first IEP meeting (Lo,
2012).
As our schools are becoming increasingly diverse, professionals are working more with families
who speak languages different from their own. When working with families who speak a native
language it is important that they are able to understand what is being said during an IEP meeting,
which often requires an interpreter. Members of the IEP team should make sure "...that the family
and the interpreter are speaking the same language...but the skills and experiences of the interpreters
are equally essential" (Lo, 2012, p. 17). Many interpreters may not be familiar with certain terms
used in special education, which was the case in Lo's (2008) study on Chinese families' involvement
in the IEP process, and should collaborate with the special education teacher to become familiar
with these terms. Often, inaccurate interpretations can cause misunderstandings between schools
and families, which can hinder

Individuals With Disabilities Education Act
INDIVIDUALS WITH DISABILITIES EDUCATION ACT
IDEA
– – – –
A law ensuring services to children with disabilities throughout the nation. IDEA governs how states
and public agencies provide early intervention, special education, and related services to more than
6.5 million eligible infants, toddlers, children, and youth with disabilities. http://idea.ed.gov/
IDEA –Was originally enacted by Congress in 1975 to ensure that children with disabilities have the
opportunity to receive a free appropriate education.
–http://www.parentcenterhub.org/repository/idea/#summaries
EDUCATION FOR ALL HANDICAPPED CHILDREN ACT
– – – – – – – –
On November 29, 1975, President Ford signed into law the Education for All Handicapped Children
Act ... Show more content on Helpwriting.net ...
It states the prevalences of students receiving special education for hearing impairments and even
gives teachers strategies on how to teach students with this impairment. It even goes to the extent of
giving examples of assistive technology for students and teachers. It describes the characteristics
and even gives a list of organizations and resources for students and parents.
Educational consideration: Using the auditory–oral approach, you use visual cues, such as
speechreading.
Classroom accommodation: When watching a video or movie, use subtitles so students can read
along.
✜ Autism:
A developmental disability significantly affecting verbal and nonverbal communication and social
interaction, generally evident before age three, that adversely affects a child 's educational
performance. http://www.specialeducationguide.com/disability–profiles/autism/ This website is very
helpful when one is learning about autism. It shows you the definition under IDEA and even lists
some characteristics of autism, some of which are: disinterest, disruptive behavior, and unusual
fixation on certain toys. It also shows a list of educational challenges of an autistic student which
can include trouble following directions, disruptive behavioral problems, and disinterest. There is
even a section on tips for teachers and parents. A good way for teachers to prevent disinterest is to
learn the student's interest and grab their

Individuals With Disabilities Education Act (IDEA)
The Individuals with Disabilities Education Act (IDEA) Is a four part piece of American legislation
that ensures students with a disability are provided with Free Appropriate Public Education (FAPE)
that is tailored to their individual needs. I'm going to explain and help you further understand the
IDEA law and the five major provisions within it. The five major provisions are, Free Appropriate
Public Education, nondiscriminatory and multidisciplinary assessment, Parent safeguards and
involvement, the individualized Educational Program (IEP), and education in the least restrictive
environment. Free and appropriate education is designed to let students with disabilities not be
limited to where they ca attend school to get an education. FAPE ... Show more content on
Helpwriting.net ...
Transition services are a coordinated set of activities for students with disabilities that are designed
to help with the move from school to employment, further education, vocational training,
independent living, and community participation. To narrow that down a little bit more specific,
transition services should have the following attributes; has to be designed to be within a results–
oriented process– that is focused on improving the academic and functional achievements of the
child. Based on the child's needs, taking into account the child's strengths, performances , and
interests, designed to include instruction, related services, community experiences, the development
of employment and other post–school adult living objectives. If I were Matt's support coordinator I
would help him access all of the transitional services he has available to him to be able to perform
his best and be best guided and supported in the right

Individuals With Disabilities Education Act (IDEA)
Introduction Reporting on the Individuals with Disabilities Education Act (IDEA). This topic
concerns many individuals with disability. My hypothesis is based on research and little knowledge
from hearing other people talk about different experience dealing with (IDEA). It is well–
established that IDEA's principal purpose is to ensure a free appropriate public education (FAPE) to
all age–eligible disable children. The court, however, should rule where disabled children's right to a
FAPE is compromised due to state tort laws that conflict with IDEA's objectives. In 1975 the
passing of the EHA, students with disabilities were either retain home or sent to institutions
supposedly develop specifically for those with disabilities. ... Show more content on Helpwriting.net
...
The disability classification listed in IDEA are: autism; deaf–blindness; deafness; emotional
disturbance; hearing impairment; intellectual disability; multiple disabilities; orthopedic disabilities;
other health impairment; specific learning disability; speech or language impairment; traumatic
brain injury; or visual impairment (including blindness)." As of 2012, about 5.8 million children in
the United States receive special education service as a result of IDEA. More than 40 percent–
roughly 2.3 million–are student identified with a specific learning disability. Children with
disabilities don't automatically qualify for special education services, though. In order to be eligible,
a student must: have a disability and, a result of that disability... Also need special education in order
to make progress in school. For instance, a student has ADHD but is doing well in school, he might
be covered by IDEA." Children who aren't edible for support under IDEA might be eligible for
support under another law called Section 504 of the Rehabilitation Act A 504 plan can provide
accommodation to help children in school. The first step to access service under IDEA, an
evaluation, next step getting an IEP. The mother most important advocate is the mother in this

The Individuals With Disabilities Education Act
THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)
IDEA is the main law addressing the education of children and adolescents with disabilities. It
ensures all individuals with disabilities between the ages of 3−21 the right to a free, appropriate
public education (FAPE), regardless of the nature or severity of the disability. Schools must
therefore provide services to meet the particular educational needs arising from a disabling
condition that cannot be met in the general educational program.
THE NATURE OF SPECIAL EDUCATION
Special education is instruction tailored to the unique learning needs of an exceptional student. A
host of characteristics may make a student 'exceptional,' including sensory, physical, cognitive, or
communication abilities that differ from those of same–age peers in a way that is relevant to the
student's education. IDEA specifies 13 disability categories that call for special education if the
student requires alternate materials, teaching techniques, equipment, and/or environments to learn as
a result of a disability. Special education instruction is more controlled in pace, complexity,
persistence, structure, reinforcement, teacher–pupil ratio, content, and progress tracking in
comparison to what the student's peers experience in the general education classroom. Some
students will require accommodations, or changes to how they learn, whereas other students will
excel from modifications, or changes to what they learn. Sample accommodations are

Sebrena Pierce CD 115 Jones 4/1/16 Individuals with Disabilities Education Act The law or act that
I chose to do my research paper on was the Individuals with Disabilities Education Act. As a student
with a disability this act helped out tremendously throughout my educational journey. There are 6.5
million individuals who receive some type of special education services. The IDEA act created a
positive stigmatism on individuals with disabilities. IDEA should be able to continue to create a
positive impact on the lives of students with disabilities. The IDEA was placed because many
students with disabilities did not receive any educational services that they needed to help them in
school. It was an unfortunate situation because a majority ... Show more content on Helpwriting.net
...
This is basically early intervention for both infants and toddlers. Lastly, is part D which is National
Activities to Improve Education of Children with Disabilities. For a child to fall under IDEA and
have special educational services they must have an IEP (Individualized Educational Plan). AN IEP
helps a student and guide them on their educational goals and objectives. All the goals and
objectives must be long term with objectives in order for them to be met. The reason being that if
there is a change in performance of a student they will be able to find a suitable solution to reach
that goal. For IDEA, it affects families and children in a positive way. Families have a right to know
what type of services will be provided for the child. In order for the to happen a family are required
to have an Individualized Family Service Plan (IFSP). It is just like the IEP, but it is instead for the
family. This is supposed to highlight the concerns and resources that can be made available to both
the families and the child. The families should be involved when creating the IFSP to make sure all
their concerns and questions are answered. A family also have a right to file a complaint if the
services or evaluations aren't being met for the child. As for the effects of the child under the IDEA
they should have these rights or principles that accompanies them. The first one is that they can be
excluded from a free or appropriate education. There should be as many

The Individuals With Disabilities Education Act Essay
The Individuals with Disabilities Education Act, which originally began as the Education for All
Handicapped Children Act of 1975 (EHA), was created to ensure a free and appropriate public
education to children with disabilities. This policy was implemented in an effort to provide equal
access to education for all. Prior to 1975, the needs of children with disabilities were highly
overlooked. According to the Department of Education, Office of Special Education and
Rehabilitative Services (2010), "U.S. schools educated only one in five children with disabilities,
and many states had laws excluding certain students from school, including children who were deaf,
blind, emotionally disturbed, or mentally retarded." The discrimination and lack of educational
rights of children with disabilities was a vast social problem and detrimental to the lives and worth
of children with disabilities and their families. The EHA's name was officially changed to IDEA in
1990, and throughout the years, there have been many more improvements and amendments made
to the policy, the latest amendment being in 2004. Some of the main requirements of the IDEA are
for schools to focus on specialized individual educational needs of children, through the use of
Individualized Education Programs (IEP), and placing children in a Least Restrictive Environment
(LRE) when possible where they can be included with non–disabled classmates. The IDEA also
requires transition assistance from high school to

The Individuals With Disabilities Education Act Orders
The Individuals With Disabilities Education Act orders all states to give disabled students a free and
appropriate education. Many schools in the United States mainstream disabled students and have
succeeded in properly educating them, along with creating a safe environment where they are
socially comfortable and accepted. However, there are too many incidents where teachers
improperly handle these students and administrators do not give enough money to fund adequate
supplies for these students. Although disabled students gain social benefits when mainstreamed, they
ultimately do not thrive in such settings due to immoral methods and insufficient budgets. In
academic settings, disabled students have access to more opportunities and many ... Show more
content on Helpwriting.net ...
Most importantly, "children with disabilities have the opportunities to observe, imitate and model
the language use of their peers who do not have disabilities" (Grabmeier). By following their
nondisabled friends, disabled students learn how to better communicate their thoughts, feelings and
ideas which makes it easier for teachers to help them and understand them. Another beneficial skill
disabled students receive through mainstreaming is positive thinking. According to Kathy Foust, the
mainstreaming environment allows disabled students to learn what type of behavior is appropriate
and what is not. They learn that listening to a teacher leads to little or no punishments while
disobeying a teacher leads to more punishments. Foust also includes that mainstreaming stimulates
self–esteem because the disabled know they are in regular classes, which makes them proud of
themselves. These students believe that since they are in classrooms with nondisabled students, they
are in higher and more advance classes. In other words, since students around the disabled are
capable of extraordinary things, the disabled feel like they are extraordinary as well, thus having an
improved self–esteem. "The Choice of Settings: The Pros and Cons of Mainstreaming Children With
Intellectual

Individuals with Disabilities Education Act Essay
The motivating principle behind IDEA was to ensure an equal opportunity for all children. In order
to affect that idea, we have to find a balance between all children's needs. In 1975, came the passage
of the federal Education of All Handicapped Children Act, now revised as the Individuals with
Disabilities Education Act (IDEA, 1990). For handicapped children, the law was long overdue. The
designers of IDEA saw themselves as progressive reformers, designing fairer, more responsive
schools. The lawmakers were attempting to rectify two historical injustices. First, public schools
were not serving many of the country's eight million handicapped children, with as many as one
million children not attending school. Second, a ... Show more content on Helpwriting.net ...
The IEP would be reviewed and revised annually, and parents would have grievance procedures to
challenge decisions. The law required educators to place handicapped students in general classrooms
whenever possible or in "the least restrictive environment." The mandate to provide a free and
appropriate education for children regardless of disability and to provide that education in a regular
classroom whenever possible, effectively striped educators of the authority to transfer or suspend
any student classified as needing special education. This would not have been an issue if it only
included the wheelchair bound or blind students who we typically think of as disabled. However,
over the past few decades, the increasing number of children classified under the disability
categories of Learning Disabled and Emotional Disturbance has shot up. Not so long ago, these
children were called "unmanageable" or "antisocial." Now, part of the definition of emotional
disturbance is "an inability to build or maintain satisfactory interpersonal relationships with peers
and teachers." Often teachers and principals will refer children with an emotional disturbance to
special education classrooms perhaps because they see the mandated state and federal money, at the
very least, as a promise to help the neglected and damaged population of children beset with social
and emotional problems. It could be that

The Individuals With Disabilities Education Act Essay
The Individuals with Disabilities Education Act (IDEA) is a four–part piece of American legislation
that ensures students with disabilities will receive a Free Appropriate Public Education (FAPE) that
meets their individual needs. From 1975 to 1990, IDEA was known as the Education for All
Handicapped Children Act (EHA). In 1990, the United States Congress reauthorized EHA and
changed the title to IDEA (Public Law No. 94–142). This law had a dramatic, yet positive impact on
millions of children with disabilities in every state and local community across the country. Overall,
the goal of IDEA is to provide disabled students with the same educational opportunities as those
without disabilities. Although the laws governing special education students have changed over the
past thirty–six years, very little has changed in school districts' special education departments. Why
is this? What factors must be present at the district level for successful change to occur? Perhaps the
answer has to do with how district leadership handles change. Unfortunately, many school district
leaders are not equipped to lead change. With no special training and faced with making difficult
decisions, leaders struggle to implement a sustainable plan that benefits individual students' needs.
To step back and see the big picture takes expert leadership.
Review of scholarly literature
"Perhaps no American institution has been reformed more often, with less apparent effect, than
schools" (Evans, 2011,

Individuals With Disabilities Education Act Summary
https://www.youtube.com/watch?v=TUDcqwePHak
This video defines a federal law, IDEA (Individuals with Disabilities Education Act), its history, and
principles. This federal law first generated in 1975, known as Education for all Handicapped
Children Act (EHA). It is a great revolution in education, the current version of IDEA is established
in 2004. The main concept and goal of this act to provide the same educational opportunities for the
special needs children along with their typical peers. Basically, IDEA has six main principles. The
first code is an Individualized Education Program (IEP); this program provides the appropriate
educational plan and facilities to the children with disabilities that meet with their needs. Secondly,
Least Restrictive

Individuals With Disabilities Education Act Summary
The Individuals with Disabilities Education Act (IDEA) is a federal law that guarantees educational
services to eligible students with disabilities. It establishes "people first" language for referring to
people with disabilities. IDEA requires states to educate students with disabilities for transition to
employment, and to provide transition services. IDEA also provides the students with a free and
appropriate education If a student with a disability is expelled from school, IDEA says that he or she
must still receive educational services. The Individuals with Disabilities Education Act mandates
that all students with disabilities take state and district testing. This law also requires a general
education teacher to be a member of the Individualized Educational Plan (IEP) team.
Section 504 is a part of the Rehabilitation Act of 1973 that outlaws discrimination based upon
disability. It is an anti–discrimination, civil rights statute that requires the needs of students with
disabilities to be met as adequately as the needs of the non–disabled are met. Section 504 ensures
that the child with a disability has equal access to an education. Section 504 does not require a
public school to provide an individualized educational program (IEP) that is designed to meet a
child's unique needs ... Show more content on Helpwriting.net ...
The Act also provides important legal protection for individual athletes of each sport. The Olympic
and Amateur Sports requires that active athletes must hold 20 percent of the voting power of any
board or committee It was put in place to determine how to correct factional disputes, between
sports. The Olympic and Amateur Sports Act also had determine how to correct factional disputes,
between sports organizations. This was depriving many athletes the opportunity to compete, creating
the United States Olympic Committee. The act was a three–year study by the President's
commission on Olympic

Individuals with Disabilities Education Act (IDEA) 2004 went into effect July 01, 2005.
IDEA Part C covers children through the age of two, Part B covers children from the age of three to
twenty–one. Children with disabilities are guaranteed special education services, and a fair and
impartial education regardless of what or severity of their disability, from the time they are born to
the time they graduate high school. The families of the children with disabilities cannot be asked to
pay for special education services due to the Free Appropriate Public Education act. Another aspect
of IDEA is students with disabilities must be placed in a least restrictive environment with kids in
their grade, with a paraprofessional aid, and with proper services. IDEA covers thirteen categories of
disabilities they are specific learning disabilities, speech or language impairment, intellectual
(mental retardation) disabilities, emotional disturbance, hearing impairment, physical impairments,
other heath impairment, visual impairment, autism, deaf/blindness, traumatic brain injury, and
developmental delays. The purpose of IDEA 2004 is to make sure that all children with disabilities
have the option of a free education with the help of a paraprofessional aid and other services which
meets their needs, and gets them ready for future education.
The Americans with Disabilities Act (ADA) states that any person with a disability cannot be
discriminated against for a job opportunity, for

The Individuals with Disability Education Act Policy...
The Individuals with Disabilities Education Act (IDEA), which is a supersession of the Education of
All Handicapped Children Act of 1975 is a federal law which requires states and their school
districts to provide individuals with disabilities a free and appropriate education. IDEA governs how
states and public agencies provide early intervention, special education and related services to more
than 6.5 million eligible infants, toddlers, children and youth with disabilities. US Department Of
Education (n.d.)
The population that IDEA intends to effect is children between the ages of three and twenty one
years of age who have a specific disability that has an adverse effect on the student's performance.
Children who qualify under IDEA are ... Show more content on Helpwriting.net ...
In 1970 the educational needs of children with disabilities were not being met. Access to education
and opportunities to learn were denied. In the United States, many states had schools that educated
only one in five children with disabilities and many states had laws that excluded certain children
with disabilities such as deaf, blind, emotionally disturbed or mentally retarded. US Department Of
Education
Education for All Handicapped Children Act of 1975 also known as Public Law 94–142 (P.L. 94–
142) required a free and appropriate education to be provided to all children, regardless of their
disability. This law also authorized financial incentives to enable states and localities to comply. In
1986, there was an amendment to the Education for All Handicapped Children Act of 1975. This
amendment provided a more comprehensive program at the state level for early intervention for
infants and preschoolers. Encyclopedia of Educational Psychology
In 1990, Congress reauthorized P.L. 94–142 and renamed it the Individuals with Disabilities
Education Act Public Law 101–476 (P.L. 101–476), also known as IDEA. With this new revision,
new services were added. The word handicap was replaced with disability. It also mandated
transition planning to help students transition from high school to community participation,

Individuals With Disabilities Education Act Analysis
The Individuals with Disabilities Education Act (IDEA) originated from an act that was first enacted
in 1975 which was later expanded to IDEA in 1990 and was amended a few times into its current
form in 2011. "This legislation was designed to ensure that all children with disabilities receive an
appropriate education through special education and related services(Vaughn, 2018, p. 7)." The
major provisions that should be known and followed by districts, schools, and teachers to ensure
that all students are incorporated into an appropriate setting in the school system are:
Zero Reject
Nondiscriminatory Identification and Evaluation
Fee Appropriate Public Education (FAPE)
Least Restrictive Environment (LRE)
Procedural Safeguards
Parent and ... Show more content on Helpwriting.net ...
The inclusion classroom has many advantages and disadvantages for the SPED and general
education students, with "many factors influencing the effectiveness of inclusion(Vaughn, 2018, p.
37)" and based on my experiences the most important factor is the placement of each student to
where they can be successful without slowing down or disrupting the learning of all students.
Consequently, "inclusive settings can be effective for some, although not all, students with
disabilities(Vaughn, 2018, p. 37)." Observed advantages for SPED students include exposure to on
level content, higher order social interaction, observing appropriate(hopefully) classroom behavior;
and if successful with content, greater confidence and feeling of self worth. General education
students build acceptance and tolerance for others, have opportunities for peer tutoring, and have
access to additional personnel for more intensive instruction. In contrast, classrooms with placement
issues lead to many disadvantages which slows down the classroom for on level students but is still
too fast for SPED students, consequently becoming a disservice to both groups. Behavioral
problems arise due to high level student boredom and/or struggling students giving up resulting in
distractions to other students and taking away instructional time while the teacher manages the
disruptors. Due to lack of success, struggling students also experience confidence issues and a
deterioration of their mental

Individuals With Disabilities Education Act (IEA)
Today, there are many students who receive special services; therefore, as an educator it will be
important to learn more about a student's disability or accommodations to providing the proper
instructional environment that will meet the needs of the student. As educators, communication
among all team members must be communicated effectively when it involves working with students
who qualify for special education services. When inconsistencies and poor lack of
miscommunication or negligence on behalf of educators who fail to meet the accommodations or
settings of students with special services, severe consequences may result for failure to comply with
federal laws under the Individuals with Disabilities Education Act (IDEA). It is the responsibility of
educator to follow and meet all guidelines that fall under their school district and learning who to
contact when questions arise regarding student's with IEPs when in doubt. ... Show more content on
Helpwriting.net ...
An IEP is created by an IEP team, which consists of administrators, social worker, school
psychologist, general education teacher(s), Special Services Director, nurse if applicable, and
sometimes translators if needed, and the student's parent or legal guardian in question, because
without a parental consent, an IEP is not valid. When an IEP is created, the all educators who work
with the student in question must follow the legal document by providing a learning environment
that is suitable for the student by providing accommodations or modifications as stated in the IEP.
Failure to follow accommodations and modifications to an IEP, may result in severe consequences
and

Essay The Individuals with Disabilities Education Act (IDEA)
On December 3, 2004, President Bush signed the Individuals with Disabilities Education
Improvement Act of 2004. This Act is also known as Public Law 108–446. The Individuals with
Disabilities Education Act (IDEA) is the law that secures special education services for children
with disabilities from the time they are born until they graduate from high school. The law was re–
authorized by Congress in 2004. This re–authorization has driven a series of changes in the way
special education services are executed. These changes are continuing today and they affect special
education and related services across the United States.
There are several different purposes of IDEA. The first is to ensure that all children with disabilities
have a free ... Show more content on Helpwriting.net ...
There are more purposes, but those will have to wait for another day.
While all children can be referred for evaluation for special education, not all are found to be
eligible. The student will be tested in all areas related to the child's assumed disability by the
multidisciplinary educational team. In order to be eligible for special education services, the child's
assume disability has to impact the child's ability to learn. Parents represent the child's interests.
They need to stay informed and involved in their child's education. IDEA of 2004 strengthened the
role, as well as the responsibility, of parents and ensures that they and their families have
opportunities to participate in their child's education. IDEA also protects the rights of parents by
ensuring that they can be members of the IEP teams. Parents can be involved in the evaluations and
placements of their children and have a say in what happens.
Not only are the students and parents affected, but also the teachers. In order for teachers to be
highly qualified, they must have a bachelor's degree and must prove their knowledge in the core
curriculum that they are teaching. They can prove their knowledge by passing the PRAXIS series
tests. Teaching standards have risen due to the research conducted involving the relationship
between the quality of teaching and low–income

The Individuals with Disabilities Education Act (IDEA) is a United States Federal law that controls
how understudies with incapacities are distinguished and how they will get custom curriculum
administrations through their neighborhood government funded educational system. Congress
passed the first form of this law in 1975, illustrating custom curriculum administrations as the
Education for All Handicapped Children Act. This law has been overhauled a few times from that
point forward, with the last two updates called the Individuals with Disabilities Education Act
(IDEA) in 1990, and the Individual with Disabilities Education Improvement Act in 2004, which is
the latest amendment. Youngsters between the ages of 3 and 21, who meet the qualification ... Show
more content on Helpwriting.net ...
That implies youngsters with inabilities ought to be taught with other commonly creating kids
however much as could reasonably be expected, and they ought to be instructed in a setting as near
the normal classroom as could be expected under the circumstances. Most understudies in America
recognized as having incapacities spend in any event some piece of their instructive day in a
customary training classroom. Nonetheless, numerous understudies need to spend part or the greater
part of their day in a different steady classroom with a specific end goal to get the particular training
they require. In the event that a school area of any size establishes that they can't give the instructive
setting or administrations a young needs, they are obliged to pay for the adolescent to get those
administrations or training somewhere

Individuals With Disabilities Education Act Case Study
The IDEA law, or Individuals with Disabilities Education Act, reauthorized by President Bush in
2004. Governing the rights of special education students and their parents as well as the
responsibilities that the state, schools, and individual teachers have toward these students and their
families. IDEA is to help students with disabilities to be successful in the school system, regardless
of what it takes to achieve that success. By tracking and monitoring the effectiveness of special
education services (Vaughn, S., Bos, C. S., & Schumm, J. S. 2014) To make sure that the rights of
children with disabilities and their parents are protected, in the school system and in general. To help
the individual states provide special education services ... Show more content on Helpwriting.net ...
A team of professionals within the school district such as, psychologist or special education
professional from the district, begin the process of referring your child to other professions based on
the child referenced disability. (physical therapist, a vision specialist, a speech and language
pathologist, or other specialist) If you disagree with the findings you have the right to seek out other
evaluations paid by the parents referred to as IEE.(Individual Education Evalution) According to the
Individuals with Disabilities Education Act (IDEA), your child must be determined a "child with a
disability".
Thereby, a report is created to reflex the findings and the type of disability each child contains. Then
the IEP meeting is scheduled by the school district At the meeting, your child's IEP will be written,
including the specific services he'll receive, how many times per week and for how many minutes
he'll get them, and whether they'll be one–on–one or with a group. If the parents disagree with the
plan a hearing can be requested call due process

The provisions of the Individuals with Disabilities Education Act will help me know how to
properly incorporate students with disabilities into my general education classroom in multiple
ways. In 2013, "more than 60 percent of students ages 6 through 21 served under IDEA were
educated inside the regular class 80% or more of the day;" therefore it is essential that I understand
how to positively and effectively include students with disabilities in my classroom (US Department
of Education, 2015). IDEA helps me to understand how and why all children need to be included in
the classroom. It helps me understand that all children are entitled to a free appropriate public
education and that instruction should be delivered in the best way possible ... Show more content on
Helpwriting.net ...
A student of his, Edouard Seguin, continued this work with the belief "that children who were blind,
intellectually disabled, or emotionally disabled could be trained to become productive members of
society [and] his method included creating a structured learning environment with attention to
developing the senses, learning basic academic skills, and engaging in regular physical activity"
(Friend, 2014). Society began to change and schools became a mirror image to that of production
assembly lines. "Just as cars and other products were created using piece–by–piece assembly in a
standard way, so too, were American citizens to be created by moving all children, the 'raw
material,' from grade to grade as they received a standardized education. Not surprisingly, it soon
became apparent that student needs defied standardization" (Friend, 2014). The first public school
special class in the United States came about in 1875 and, although it closed shortly thereafter, other
schools opened and continued the development of special education as we know it today (Friend,
2014). In addition to early physicians' open–minded work, court cases, and the IDEAAct, other
events added to the structure of special education as we know it today. The passing of the
Elementary and Secondary

The Individuals With Disabilities Education Act (IDEA)
The Individuals with Disabilities Education Act (IDEA) is a United States federal law that consents
of four categories outlining how public agencies and individual states ensures that students with
various disabilities are provided a Free Appropriate Public Education (FAPE) in the Least
Restrictive Environment (LRE) that is conditioned to their specific needs regardless of their ability.
This act mandates tailored services, educational modifications, and the main objective for these
children throughout the nation is to supply them with the same possibility of getting an education as
those who do not have a disability until the age of 21.
The IDEA provides special education services and procedural safeguards to meet the individualized
needs

The English Language Learner Is Defined By The Individuals...
An English language learner is defined as someone who "has sufficient difficulty speaking, reading,
writing, or understanding the English language and whose difficulties may deny such individual the
opportunity to learn successfully in classrooms where the language of instruction is in English"
(Ortiz, Woika, 2013, p. 2). As defined by the Individuals with Disabilities Education Act (IDEA), a
child with a disability has "mental retardation, hearing impairments (including deafness), speech or
language impairments, visual impairments (including blindness), serious emotional disturbance,
orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific
learning disabilities; and who, by reason thereof, needs ... Show more content on Helpwriting.net ...
If a student is both an English language learner and has a learning disability, their educational needs
become inherently more complex. However, through research on the needs of English language
learners with disabilities, on various case laws, and by participating in lectures on the topics of
English language learners and students with learning disabilities, I have come to a clearer
understanding of these unique needs as well as the processes necessary to identify, evaluate, and
work with these students. Prior to the 1960s, both English language learners and students with
disabilities were often segregated from their peers, given inadequate instruction, and inappropriately
assessed (Ortiz, Woika, 2013). This began to change when, with the holding of Brown vs. board of
Education (1954), a principle for equal educational opportunities for all students was brought to
fruition (Yell, 1998). After this decision, Title VI of the Civil Rights Act in 1964 prohibited the
discrimination of people on the basis of race, color, or national origin in the operation of federally
assisted programs. Further, to

Individuals With Disabilities Education Improvement Act...
Both anti–discrimination laws and other legislation regulate the practice of school psychology. The
Individuals with Disabilities Education Improvement Act (IDEIA) – 2004 provides the rights and
responsibilities of the children, parents, schools, and states in evaluation, assessment, and placement
of individuals in special education. Informed consent is required prior to both evaluation and
placement. Nondiscriminatory and appropriate evaluation in the child's native language is required
by IDEIA. School must place the student in the least restrictive environment. Reevaluation of the
student and the placement must be occur every three years, with the Individualized Education Plan
(IEP) being reviewed annually. IDEIA includes a provision referred

Individuals With Disabilities Education Improvement Act (EBD)
Introduction School is one of the fundamental milestones every child and adolescent goes through
when developing into an adult. Often these developmental periods are described as a time of
emotional turmoil (Santrock, 2014). However, when the added stress of a behavioral or emotional
disorders (EBD) is coupled with basic development, there are several issues that can arise. Within
academic settings, the common debate is what a proper placement is for students diagnosed with
emotional behavioral disorders. Academic achievement is essential for proper cognitive
development. Hall (2008) states that factors like intelligence, self–esteem, inclusion and decreasing
bias all contribute to cognitive development and thus promotes good psychological ... Show more
content on Helpwriting.net ...
These instruction might be in list form and divided into smaller sections. Lastly, prompting is when
the teacher provides the student with ideas or previous learned material to enhance the student's
ability to learn the new knowledge. Maggin et al. (2011) also found several teacher–mediated
interventions that help support students with EBD. He found that providing students with
opportunities to respond help support participation within the lesson. Maggin et al. (2011) found that
low–achieving students are given fewer opportunities to respond than their higher achieving peers.
Another interventions or strategy he suggested was teacher praise. He found that students with
behavioral needs often do not received teacher praise as often (Maggin et al., 2011) Teachers that
provided students with EBD praise can improve their opportunities within the classroom. Lastly,
Maggin et al. (2011) suggested active instruction as a interventions or strategy for teachers. Active
instruction is when the presentation of materials is given I a variety of different ways such as
lecture, demonstration, discussion or

Introduction
Before the Individuals with Disabilities Education Act (IDEA) was enacted, there were little
resources for people with disabilities, though IDEA has changed all of that. The U. S. Department of
Education (2015) stated "This law had a dramatic, positive impact on millions of children with
disabilities in every state and each local community across the country" (Public Law 94–142, para.
1). The IDEA has provided millions of recipients the education and care necessary for them to be
productive citizens. There are six guiding principles of the IDEA; Zero Reject, Free Appropriate
Public Education (FAPE), Protection in Evaluation Provisions (PEP), Least Restrictive
Environment, Procedural Safeguards, and Parent Participation.
Procedural ... Show more content on Helpwriting.net ...
Chapman and Kuhns (2006) stated "Inclusive education cannot be successful without collaboration
since inclusion is predicated on professionals working together for the purpose of improving the
education of all students in the school"...and "that the rationale for shared decision–making is that
those who are closest to students are best equipped to make educational decisions to improve
instructional programs" (A Review of Literature, para. 3). The parents know their child, and their
habits, best, and the IDEA requires them to be part of the whole process. The teacher knows how the
environment impacts her students, and whether or not they are receiving educational benefit from
their placement. The school district knows the financial side of the equation, though it has some
public funds for many of the services they

Individuals with Disabilities Education Act
Individuals with Disabilities Education Act
The Individuals with Disabilities Education Act (IDEA) was initially passed in 1975. Prior to the
passage of the IDEA, many people with disabilities were denied access to public education and
many were relegated to institutions. The IDEA guarantees individuals with disabilities a free and
appropriate education (FAPE) in a least restrictive environment (LRE). The IDEA is a great piece of
legislation that has evolved as it has gone through reauthorization. The many facets of the IDEA
help to shape the manner in which teachers facilitate classroom instruction and manage classroom
activities.
In 1975, United State Congress passed a law that was conceived to defend the rights of ... Show
The student is reevaluated every three years and the IEP is reviewed whenever a change in
placement occurs. Most importantly it is imperative that the parents of the child remain involved.
They should be aware of their child's disability and kept abreast of any changes through
documentation of everything concerning their child's condition. The IDEA specifies that parents
should also be held accountable for making sure that their child receives the proper education. The
primary goal of IDEA is to improve the outcomes for students with disabilities. The special needs of
a child need to be identified early and accurately in order for the student to receive maximum
benefits in school. After a student is identified as special needs, intervention needs to be used in
order to provide the student with the best educational plan possible. Once the special need is
identified, an individualized education program must be designed for that student. This program will
help students with disabilities reach their educational goals easier than they otherwise would. The
IEP is customized to the student's needs. This program then helps the general education teacher
better understand the disability and how it will influence the student's learning process. Keeping all
this in mind, the classroom teacher must accommodate the classroom in order to provide every
student with the best instruction

Individuals With Disabilities Education Act (IDA)
Mainstreaming Students with Autism
Students with disabilities in the United States won the right to receive an appropriate education in
the least restrictive environment in 1975, with the passage of the Education for All Handicapped
Children Act (P.L. 94–142), now known as the Individuals with Disabilities Education Improvement
Act (IDEA, 2004) (Kurth, p. 249, Marshall, Goodall, 2015). Prior to 1975, millions of children with
disabilities were simply excluded from school...With P.L. 94–192, states were held accountable for
providing an appropriate education in the least restrictive environment to all students for the first
time. Autism, as defined by Individuals with Disabilities Education Act (IDEA), refers to "a
developmental disability significantly affecting verbal and nonverbal communication and social
interaction, generally evident before age three, that adversely affects a child's educational
performance" (IDEA.ed.gov). Some characteristics include social–interaction difficulties,
communication challenges and a tendency to engage in repetitive behaviors. However, symptoms
and their severity vary widely across these three core areas (Heward, chapter 7 [page numbers will
be put in later on]) (List and quickly describe the different ... Show more content on Helpwriting.net
...
Although it is believed that inclusion will help students diagnosed with Autism Spectrum Disorder
become better prepared for life outside of school and foster an environment of tolerance and
friendships in the classroom, regular education teachers, unfortunately, do not have the required and
necessary training and knowledge to teach students with Autism, compared to the training

The Individuals with Disabilities Education Act, also known as IDEA was originally created in 1975
to ensure that children with disabilities were given the opportunity to receive a free and adequate
education. IDEA has been revised and many times since 1975, the most recent being in 2004. IDEA
consists of parts A, B, C, and D. Part A outlines the basic foundation, and defines terms used
throughout the act. Part B outlines the responsibilities of schools to educate students aged 3–21. The
Individuals with Disabilities Education Act does provide funding for schools, as long as they
comply with the six main principles of set forth in IDEA. The first principle states that every child is
entitled to receive a free and appropriate education, ... Show more content on Helpwriting.net ...
This allows students with disabilities to be in a general education classroom with their non–disabled
classmates for various amounts of time, depending on the needs of the individual student. The fifth
and sixth principles schools must comply with go together. The fifth states that input from parents
and students must be taken into account during the education process. During the education process
if a parent feels that their child is not receiving adequate or needed services, they have a right under
IDEA to challenge their child 's treatment through due process. The six principles that schools must
comply with for students with disabilities were created to ensure that students receive an adequate
education like their non–disabled classmates receive, and protects them against discrimination at
school. IDEA also contains a Part C that is much like Part B, but targets the education of very young
children. Part C outlines the responsibilities of identifying and reaching children with disabilities
from birth to 2 years old. Parents of children in this age range are entitled to receive identification
and services and interventions in a timely and appropriate manner. Parents at this age receive a
Individualized Family Service Plan instead of an IEP for school aged children. Parents are also
entitled to take part in creating the ISP and timely resolutions to questions or concerns in their child
's evaluation process. IDEA 's part D pertains to the national

Individuals With Disabilities Education Act (IEP)
Prior to the installment of the Education for All Handicapped Children Act, (1975) parental
involvement in the decision making for students who received special education services was
limited and voluntary. Parents play an inactive role in the decision making process, rarely providing
insight into the needs of their special needs child and the services that they should receive. Parents
of students who received special education services held a more passive role and left input and
decision making to educators and school administration (Vaugh, Bos, Harrell & Lasky, 1988). When
the Education for All Handicapped Children Act was signed into effect, parent participation was
mandated. Parents were now given the right to be involved in all decisions that affected their child's
placement, IEP development, and evaluations (Education for All Handicapped Children, 1975). In
1997 and then later improved in 2004, The Individuals with Disabilities Education Act summarized
the framework of the individualized education program (IEP). This individualized program is used
to document and provide an outline for the educational needs of a special needs student, their
educational placement, ... Show more content on Helpwriting.net ...
Parents, along with at least one regular education teacher, the special education teacher, a
representative of the local educational agency, an individual who can interpret evaluation results,
individuals who posses special expertise regarding the child, and the student, if appropriate and if
they are at least 14 years of age, gather to become the IEP committee and work to develop an
educational plan that will meet the needs of a particular student. The committee also works to ensure
that the student is placed in the best educational environment for their needs that will be the least
restrictive (Individuals with Disabilities Education Improvement Act,

Individuals With Disability Education Improvement Act Essay
Individuals with Disability Education Improvement Act (IDEIA) of 2004 defines a disability as
being "one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, which the disorder may manifest itself in the imperfect ability to speak,
listen, think, read, write, spell or do mathematical calculations." This is saying that if there is
something mentally preventing someone from progressing in language learning within various
subject matters they might qualify as having a learning disability if evidence supports these findings
and none or limited progress is made over time. Disabilities that are caused or affected by motor
disabilities, mental retardation, emotions, environment, economics, vision, or hearing do not fall
under the IDEIA definition of a specific ... Show more content on Helpwriting.net ...
In which cases students that come from disadvantaged homes, have learning difficulties that go
away, misses extensive amounts of school and it affects their grade, students with vision
impairments, or students that are cognitively below the learning standards and it affects their
everyday living. Students must be affected in the areas of speaking, listening, reading, writing,
processing, and mathematics.
Having a disadvantaged background doesn't affect your ability to learn other than your ability to
access resources and even if students have limited resources they are still able to learn and be at or
near grade level. While a student who struggles in math one year and is behind his peers, but catches
up the following year isn't defined by IDEIA as having a specific learning disability. While having
low math skills is a qualification under the IDEIA act the fact that the student is able to make
progress and without significant accommodations doesn't necessarily mean the child has a learning
disability. Even if it was believed that the student did

Individuals With Disabilities Education Act: A Case Study
Although the legal priority for inclusion can be traced to several moves made by the Supreme Court
starting in the 1950's, it was really the parents of children with disabilities that encouraged
legislators to adopt the Education for All Handicapped Children Act (EAHCA) in 1975. This
legislation required school districts to include and educate students with special needs and to create
specialized academic plans for them. In 1990, EAHCA was renamed The Individuals with
Disabilities Education Act, or IDEA (idea). This is the name most people are familiar with. With
such honorable beginnings, it makes sense that the individualized education program (IEP), or
sometimes called individual education plan, process was intended to be centered on the ... Show
This can be broken down into four parts. First, the school can use the IEP to know exactly what
services, accommodations or modifications, assistive technology, and other supports to give the
child, know what classes the child will receive services in, set up a daily or weekly schedule for all
of the child's services, conduct IEP review meeting, and develop new IEPs for the child (Turnbull).
Second, teachers can use the IEP to help them plan daily lessons and activities for the child, work
with other teachers to help the child, help them choose the right kinds of learning materials and
equipment for the child, know what assistive technology the child is using, plan activities to help the
child achieve his or her transition goals, know if the child is making progress in school, and help
them share information with the

Federal laws governing special education students require that they receive a free and appropriate
public education (FAPE) in the least restrictive environment (LRE). The Individuals with
Disabilities Education Act (IDEA) protects the rights of students with disabilities and allows parents
to develop an appropriate education for their child. Under this act, schools also receive funding for
special educational services. The state of Texas has its additional set of guidelines that schools must
follow. These rules are established in the Texas Education Code (TEC) and the Texas Administrative
Code (TAC) (Texas Education Agency, n.d.). TEC provides details about the process of creating an
Individualized Education Program (IEP), student criteria ... Show more content on Helpwriting.net
...
The special education coordinator noted that "[the principal] really understands what it means to
have a well–designed learning environment for our special education students." She facilitates the
development of appropriate student placements and specialist assignments that represent classroom
support needs. She is also involved in the IEP process, coordinates with the special education
department chair and coordinator, promotes instructional practices responsive to student needs, and
implements professional development requirements. Her most important functions in an Admission,
Review, and Dismissal (ARD) meeting are to commit resources and ensure the services set out in
the ARD meeting will actually be provided. These efforts are documented and placed in the student
record (J. Harrison, D. Gibson, personal communication, February 27,

Under the Individuals with Disabilities Education Act (IDEA), federal special education funds are
distributed through three state grant programs and the important thing about these laws, and
specifically the requirements of IDEA, is that they show a concerted effort by the federal
government to align major legislative and regulatory requirements affecting states. While the 1973
Rehabilitation Act guaranteed the right of disabled children to education, a student offered an
educational program providing "merely more than de minimis" progress from year to year can
hardly be said to have been offered an education at all. Section 504 stated that "no otherwise
qualified individual with a disability in the United States shall solely by reason of disability, be
excluded from participation in, be denied the benefits of, or be subjected to discrimination. Since the
law was passed 40 years ago, the federal government has failed to provide even half of the funding
it pledged to help schools educate kids with special needs. ... Show more content on Helpwriting.net
...
Lack of funding leads to all kinds of crises, such as the systemic denial of access to special
education for children who ought to qualify. Before distributing subgrants to local education
agencies, states may reserve a portion of their Part B grants for state administrative costs and up to
10 percent of the grant for "other state–level activities. Costs have always been shifted to states and
local districts, whose current economies are in various stages of recovery from the financial crisis
that kicked off in 2007, but special needs students that receive only the materials and services
districts can afford

The Individuals with Disabilities Education Act and the Meaning of "Free Appropriate Public
Education" for Students with Disabilities is detailed below:
Congress passed the IDEA in 1975 to ensure that children with disabilities had the opportunity to
receive an appropriate education. To qualify for federal funding under the Act, a state must
demonstrate that it has a policy in effect that "assures all handicapped children the right to a free
appropriate education."6 IDEA requires school districts to teach children with disabilities in the least
restrictive environment possible. Under IDEA, "restrictiveness" refers specifically to the degree to
which children with disabilities have access to their non–disabled peers, not the extent to ... Show
Under IDEA, the IEP must contain:
a. A statement of the child's present levels of educational performance.
b. A statement of annual goals for the child, including short–term instructional objectives.
c. A statement of the specific educational services to be provided to the child, and the extent to
which the child will be able to participate in regular educational programs.
d. The projected date for initiation and anticipated duration of these services.
e. Appropriate, objective criteria and evaluation procedures and schedules for determining, at least
annually, whether instructional objectives are being achieved. 20 USC. § 1401(19). Under IDEA,
students with disabilities must be educated in the LRE in which they can get a free, appropriate
education, meaning that they should be educated alongside their non–disabled peers in a manner
consistent with their ability to benefit. ED collects data on the placement of students with disabilities
in different educational environments, including those who spend (i) 80% or more of their time in
general education settings, (ii) between 40%–79% of their time in general education settings, (iii)
less than 40% of their time in general education settings, and (iv) all of their time in alternative
placements, including specialized non–public schools. The relative nature of the phrase "least
restrictive" means that each child's IEP team must determine the least restrictive environment in
which that

Individuals With Disabilities Education Act Reflective...
The individuals with Disabilities Education Act (IDEA) ensures that every student with a disability
receives services. IDEA governs how states will implement the services to the more than 6.5 million
students. IDEA part B governs children from ages 3–21. All stakes holders are included in the IEP
process so that the child may have the opportunity to adjust the services that he receives throughout
their school career. The premise of the IDEA module is the least restrictive concept so students can
integrate with the rest of the school population instead of isolating students from their peers.
Reading through the material and subsequent quizzes I realized there is more to IDEA process than I
realized. I had the opportunity to select a 5th ... Show more content on Helpwriting.net ...
This was a valuable tool for me to use with regards to learning more background information. I
learned he was from Wisconsin and they documented their concerns well with regards to his
learning. He was diagnosed on the Autism spectrum when he entered public education there. He had
difficulty staying on task and would often "shut down" when he was unable to do a task. According
to his mother, he had difficulties following a routine in school and at home. He demands instead of
requests when he wants to do something different.
The areas of concern for this student is the following: spelling, rules of writing, social cognition,
self–monitoring, independent learning, resists directions, and he needs support to stay on task. This
student would like to find another student to be friends with that would be a good role model. The
student needs good role models and examples of good social skills for school.
In the IEP, one of the goals was to give the student more "mental" breaks so the stress and
frustration level could become more manageable. Therefore, there would be a better chance of
student success throughout the day. It was also documented the student did well verbalizing prior to
writing. This also seems to have benefited the student by having the student verbally engaged in the

The Individuals with Disabilities Education Act is an act introduced by Senator Tom Harkin (D–IA)
on October 31, 1989. IDEA was signed into law almost a year later by President George H.W. Bush.
The Purpose of the Individuals with Disabilities Education Act is to give students with disabilities
the rights and educational opportunities as children without disabilities.
IDEA is separated into four parts:
A. General Provisions
B. Assistance for education of all children with disabilities
C. Infants and Toddlers with disabilities
D. National Support Programs Administered at the federal level
Under the IDEAAct 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.
Significance of the Law
Before the IDEA act was created, many students with disabilities did not receive the proper
education because of their disability. Many states had laws that barred them from public schools.
The few places that allowed students with disabilities to attend school were either very expensive or
did not have the necessary resources to provide a

Individuals With Disabilities Education Act: A Conceptual...
The Individuals with Disabilities Education Act (IDEA) mandates that all students with disabilities
must receive a free and appropriate education. With appropriate education the federal law states that
students with disabilities must receive an education equal to the education that receive all other
students without disabilities, but with accommodations and modification that can help them to learn
regardless their disability. With this purpose special education services are provided and as part of
these services students with disabilities must have an individualized education program (IEP) that
states annual goals in the education of the student in accordance with his or her academic level with
the consideration of the disability. In the other ... Show more content on Helpwriting.net ...
Although this may be a general strategy, being sensible and flexible is essential to successfully deal
with these challenges. As each student is different, and individualized education has been
demonstrated to be the accurate and efficient approach to use with students with disabilities, the
educator needs to have the sensibility and flexibility enough to understand this and to always
guarantee individualized education. However, sensibility and flexibility do not imply forgetting
about IEPs and standards. In order to meet the desired outcomes in accordance with IEPs' goals and
standards educators must use research–based practices which promote access to and participation
within grade–appropriate instructional content and socio–emotional development in the areas of life
skills, self–determination, transition, and social skills (Knight et al., 2010). We will not provide a
complete education, especially in the case of students with severe disabilities, if we do not integrate
the teaching of socio–emotional skills with academic

Individuals With Disabilities Education Act (IEP)

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