Priority Area: Individuals with Disabilities Education Act
Compiled by: Carol Massanari
Introduction: The Individuals with Disabilities Education Act (IDEA) is federal legislation that serves as the foundation to providing students with disabilities access to a free appropriate public education. Initial focus of IDEA has been on ensuring equal access to an education through compliance monitoring, but over time, the focus has shifted to promoting improved results through access to the general education curriculum and increased accountability for results, not only compliance. The most recent amendments to IDEA, Public Law [P.L.] 108-446, were signed into law December 3, 2004, by President George W. Bush.
Background: This reauthorization aligned IDEA with the Elementary Secondary Education Act (ESEA) to ensure that children with disabilities are included in education reform and accountability efforts. Greater emphasis was placed on ensuring that children with disabilities have access to and are successful in the general curriculum by including them in the accountability systems. This priority area message has been identified by experts in the field and supports trainings and technical assistance through the California Department of Education, Special Education Division (CDE SED) contract with California Services for Technical Assistance and Training (CalSTAT) project. To request training or technical assistance that reflect any or all of the priority areas, please visit the CalSTAT Web site at http://www.calstat.org/ta.html.
- Improving Educational Results for Children with Disabilities
- Ensuring Reasonable Discipline While Promoting Safe Schools
- Reducing Complaints and Litigation
- Teachers—The Lynchpin to Success for Students with Disabilities
- Ensuring Appropriate Use of Funds
- Accessing Information Related to IDEA Regulations
RESOURCES AND WEB SITES:
Improving Educational Results for Children with Disabilities
Strengthening Special Education by Focusing on Results
Findings of the President's Commission on Excellence in Special Education, entitled A New Era: Revitalizing Special Education for Children and Their Families, highlight the state of special education and provides recommendations to improve the system. This report provided the basis for the focus of the 2004 reauthorization of IDEA.
In this speech, Arne Duncan, US Secretary of Education outlines a set of beliefs to serve as the foundation of Elementary and Secondary Education Act (ESEA). These beliefs provide the foundation for improving results for all children, including those with disabilities.
- http://www2.ed.gov/about/offices/list/osers/osep/rda/050914rda-lette-to-chiefs-final.pdf This letter provides an overview of the US Department of Education move to focus on results-driven accountability with a goal of improving educational results for students with disabilities.
Encouraging Innovative Approaches to Parental Involvement and Parental Choice
This handbook gives service providers an understanding of what families need in order to be effective in their involvement with their children, their children's education, and the community.
Guidance on parent involvement, as related to NCLB, is offered through this US Department of Education publication.
This site offers a listing of resources to improve the involvement of parents and families in their children's education and to foster relationships between home, school, and community to enhance the education of young people.
The Center for Parent Information and Resources is funded to provided resources and information to parents and families about IDEA. A variety of resources and materials can be found about IDEA as well as about parent and family involvement.
Addressing the Needs of Homeschooled Children
California Education Code (EC) sections 33190, 33191, 44237, and 48222, which include laws related to homeschooled children, are found at this site.
This document is a summary policy analysis intended to provide updated information regarding trends in homeschooling and to highlight policy issues related to homeschooling of children with disabilities.
Ensuring Equitable Participation for Students in Private Schools
This module was prepared by the US Department of Education Office of Special Education Programs. The module addresses provisions, which took effect on July 1, 2005, regarding children with disabilities enrolled by their parents in private schools.
This link leads to a question and answer (Q&A) document developed by the US Department of Education Office of Special Education on students placed in private schools by their parents. This Q&A provides guidance specific to the responsibilities of local education agencies (LEA) related to the provision of special education services to students with disabilities in private schools within the jurisdiction of the LEA.
Improving Early Intervening and Identification Strategies
This is one module in a series prepared by the US Department of Education Office of Special Education Programs after the 2004 Amendments were enacted. This module addresses provisions, which took effect on July 1, 2005, regarding the provision of coordinated early intervening service.
This document outlines the specific sections within IDEA 2004 Statute related to the provision of Early Intervening Services.
This is a question and answer page to provide guidance on Coordinated Early Intervening Services developed by the US Department of Education (ED) Office of Special Education Programs (OSEP).
IDEA 2004 provided provisions for the use of response to intervention practices for the identification of specific learning disabilities (SLD). This module was developed to discuss the requirements of IDEA related to identification of SLD.
This paper is a position statement on the use of response to intervention for identification of specific learning disability.
This paper provides an overview of response to intervention (RTI) and outlines critical features for effective implementation and use of RTI.
This topical page provides links to resources on response to intervention (RTI).
Reducing Misidentification of Children Due to Racial or Ethnic Differences
This is one module in a series of documents prepared by US Department of Education Office of Special Education Programs. This module addresses provisions, which took effect on July 1, 2005, regarding disproportionate representation of minority students in special education.
This document provides an overview of the disproportionality provisions of IDEA 2004 and was developed by an OSEP funded project designed to provide technical assistance to states on disproportionality challenges.
This Web page from Elementary and Middle Schools Technical Assistance Center (EMSTAC) offers a general discussion on the disproportionate representation of racial and ethnic minorities in special education.
This PowerPoint presentation provides a glimpse of the issues surrounding the disproportionate representation of racial and ethnic minorities in California's special education programs.
These frequently asked questions and answers, developed by the House Committee on Education and Labor, highlight the disproportionate representation of racial and ethnic minorities in special education.
This page provides a variety of papers discussing various elements for addressing disproportionality.
This Web page provides a variety of information about disproportionality including both policy guidance and tools/resources for addressing disproportionality concerns. These resources were collected and organized to assist states and local districts with concerns specific to the disproportionality accountability requirements of IDEA.
This page provides several documents that discuss the accountability provisions of the reauthorization of the Elementary Secondary Education Act (ESEA) as related to students with disabilities.
The primary tool for state accountability related to IDEA implementation is the State Performance Plan/Annual Performance Report (SPP/APR). This page provides a variety of information and links specific to the SPP/APR requirements.
In 2012, OSEP announced plans to move toward results driven accountability (RDA), accountability that focuses on results as much as compliance. This page provides a description of OSEP's vision for RDA and provides links to several newly funded technical assistance centers.
The National Center of Educational Outcomes is funded by OSEP to provide resources and technical assistance related to improving outcomes for students with disabilities. This page provides links to a variety of topics specific to accountability for students with disabilities.
This is a training module that presents information on the legal requirements and accommodations for testing students with disabilities.
This document provides the findings of a study on school practices for elementary and middle schools explicitly held accountable for the performance of students with disabilities.
Ensuring Reasonable Discipline While Promoting Safe Schools
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Reducing Complaints and Litigation Restoring Trust and Reducing Litigation
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Teachers–The Lynchpin to Success for Students with Disabilities Developing Individualized Education Programs
This module, prepared by the US Department of Education Office of Special Education Programs provides information about Individualized Education Programs (IEPs) team meetings. The module includes information about what happens in the meeting, who is to be there, what is discussed, and what must be considered.
Supporting General Education and Special Education Teachers
This resource, published by the California Department of Education, provides a variety of resources for special education and general education teachers to support the success of students with disabilities.
This page provides materials and resources about instruction for students with disabilities that can be used by both special and general education teachers to support success of students with disabilities in accessing and learning the general curriculum.
The IRIS Center provides a variety of training modules designed specifically to build skills and knowledge of all teachers on instructional practices proven effective for students with disabilities. The IRIS Center is funded by the US Department of Education Office of Special Education Programs.
The Center on Great Teachers and Leaders is funded by the US Department of Education to develop tools and resources to support states with meeting federal requirements around highly qualified personnel. While information is often geared toward state departments of education, many materials can be found that are relevant to local education agencies seeking to improve their understanding of teacher effectiveness.
Defining What It Means to be a "Highly Qualified" Special Education Teacher
This module was developed by the US Department of Education Office of Special Education Programs to outline the provisions of IDEA 2004 regarding highly qualified teacher requirements.
This fact sheet lays out the US Department of Education's highly qualified teacher requirements as specified by the Elementary Secondary Education Act (once known as No Child Left Behind [NCLB]).
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Ensuring Appropriate Use of Funds
Accessing Information Related to IDEA Regulations