IDEA Provisions
The Individuals with Disabilities Education Act (IDEA) is a federal law initially passed in 1975 to provide protections and accommodations to students with disabilities. It ensures these students receive a free and appropriate education (FAPE) in the least restrictive environment (LRE). The principle of LRE mandates schools to place students with disabilities to the greatest extent possible in settings with their non-disabled peers (Chamberlain & Witmer, 2017). The extent of LRE varies dependent on a student’s needs. The environment in which a student is placed becomes increasingly restrictive (Obiakor et al., 2012). There are typically four options for placement of students with disabilities: inclusion, resource, self-contained, and alternative. Inclusion involves access to the general education curriculum while receiving special services; resource is where students are pulled from the general education classroom to receive services; self-contained is an environment where students receive instruction and services in the special education classroom for most of the school day. Finally, alternative school is where students receive services and instruction outside the general school building (Obiakor et al., 2012). The LRE clause provides children with disabilities protection from inappropriate or overly restrictive placements (Altshuler & Kopels, 2003).
In 1997, legislative changes were made to IDEA and signed into law by President Clinton (Altshuler & Kopels, 2003). The Department of Education released the final regulations in 1999. There were originally 11 classified impairments for students to possess in order to be protected by IDEA: deafness-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech/language impairment, and visual impairment/blindness. After the 1999 revisions, two additions were added, and ADD/ADHD was included to fall under “other health impairment” (Altshuler & Kopels, 2003). The two additional impairments are Autism and Traumatic Brain Injury.
In addition to the expansion of impairments covered by IDEA, there was clarification of mobile and homeless students and the definition of the native language. There were also revisions for participants in the individualized education plan process, discipline procedures for students with disabilities, payment for private school placement, and the provision of social work services in the school setting.
It is essential to understand that the placement of students should be based on individual needs. For example, language should not be misconstrued as a lack of intelligence (Obiakor et al., 2012). Instead of providing a student academic intervention, the student needs assignments presented in the native language. Avoiding bias means understanding that students’ differences are not always deficits and should be valued (Obiakor, 2012). The provisions of IDEA help ensure that students are placed in environments that best suit their needs without bias.
One provision of IDEA is the requirement of an individualized education plan (IEP) for each student identified as having a disability. To obtain an IEP, the child must be evaluated and diagnosed with an impairment that requires special education or related services (Beekman, 2009). The IEP document expresses a detailed plan of how the student’s needs will be met through educational services such as therapy and general education settings through support and accommodations (Beekman, 2009). For an inclusive setting to be successful, administrators, teachers, and other professionals must continuously reflect and address the current state of the school, where it is going, and how to get there (Obiakor et al., 2012).
A second provision of IDEA is for schools to provide related services, such as speech therapy, for students to fulfil their academic goals.
IDEA also allows students with disabilities access to the general education curriculum and assessments with appropriate accommodations. It defines the general education curriculum as the same curriculum developed and implanted in the student’s non-disabled peers (Agran et al., 2002). Regarding this provision, IDEA hopes to provide students with disabilities the opportunity to maximize their experiences in the educational setting.
It is also important to note that IDEA provides procedural safeguards for parents to be involved in decision-making. After all, students’ best interests are served due to due process (Obiakor et al., 2012).
Inclusive Classrooms
With the rise of inclusive education, it is essential to afford students with disabilities such as Specific Learning Disabilities (SLD) good services in general education classrooms. Walker & Musti-Rao (2016) describe an inclusive curriculum as one that does not lower standards but is flexible about how students reach them. IDEA requires schools to provide the necessary resources for disabled students, including individualized instruction. For a student with a specific learning disability in reading (SLD-R), difficulties may range from phonemic awareness to fluency and reading comprehension. Inclusive settings introduce unique challenges for educators and students with disabilities (Mastropieri & Scruggs, 2001). For example, for students with reading disabilities, in particular, read-aloud accommodations would facilitate greater inclusion in the general education classroom (Chamberlain & Witmer, 2017).
Access to Curriculum
As standards-based reform and accountability systems emerge, access to the general curriculum for students with disabilities is urged to raise expectations (Wehmeyer et al., 2001). The general curriculum is the formal curriculum adopted by state and local agencies (Wehmeyer et al., 2001). Regarding IDEA, access to the general curriculum allows students to receive the curriculum presented to their non-disabled peers to the maximum extent possible (Wehmeyer et al., 2001).
State-wide Assessments
One goal of IDEA is to allow students, through individualized instruction and accommodations, to meet the same standards as their non-disabled peers. In an era with an emphasis on high-stakes testing, it is expected that all students, including those with disabilities, will experience an environment with high standards, and appropriate resources will be allocated to make sure that all students experience academic success (Chamberlain & Witmer, 2017). If students with disabilities are not included in testing, a valid conclusion of student achievement cannot be determined and may not reflect their academic needs (Chamberlain & Witmer, 2017). However, one downside to using high-stakes testing for students with disabilities is the narrowing of the curriculum. The focus will shift to the content presented on the exam. With that said, there is the potential for the exclusion of other areas, such as transitioning from school or other areas that address the individualized needs of students (Wehmeyer et al., 2001). Nonetheless, even with the unintended consequences of state-wide assessments for students with disabilities, access to the general curriculum and assessments is worth pursuing (Wehmeyer et al., 2001).
Typically, students with disabilities in general education classrooms receive the same assessments are their peers, while those in self-contained classes may be assessed through alternate forms.
Another provision of IDEA is that schools must consider using positive behaviour interventions and supports (PBIS) for students with disabilities. PBIS is an evidence-based practice that reduces disruptive behaviour and improves academic achievement (Garver, 2022). This means that students with disabilities who display challenging behaviors should not be punished, but instead, schools should use positive reinforcement to promote positive behavior. For instance, a student with a specific learning disability in reading who has difficulty staying focused during reading class can be given positive reinforcement for staying focused and reading a certain number of pages or chapters. This approach can help the student to develop better reading skills while reducing disruptive behavior.
Ensuring IDEA provisions are afforded to a student with a Specific Learning Disability in Reading included in general education classes.
In order to ensure that IDEA provisions are afforded to a student with a specific learning disability in reading who is in general education classes, the school needs to conduct a comprehensive evaluation of the student’s strengths, weaknesses, and needs. This evaluation can include assessments of reading skills, cognitive abilities, and other factors that may impact the student’s learning. Based on the evaluation results, the school can develop an individualized education plan (IEP) that outlines specific goals, accommodations, and services the student needs to succeed in the general education classroom.
Also, several steps can be taken to ensure that IDEA provisions are afforded to students with learning disabilities. The first step is to identify the student and assess their needs through evaluations conducted by a team of professionals. Once the evaluations are completed, the student’s Individualized Education Plan (IEP) is developed with the input of parents, teachers, and specialists (Horner et al., 2020). The IEP outlines the student’s goals, accommodations, and modifications necessary to access the curriculum and progress in their education (Osborne & Russo, 2020). This plan should be reviewed regularly to ensure the student’s progress is monitored and adjustments are made as necessary.
How would access to the general curriculum differ for a student who was in a self-contained particular education class?
Access to the general curriculum may differ for a student who is in a self-contained particular education class. Students in a self-contained class receive instruction and services primarily in a special education classroom rather than the general education classroom. While self-contained classes may provide more individualized attention and support for students with disabilities, they may also limit the student’s exposure to the general curriculum and opportunities for social interaction with peers who do not have disabilities.
Also, for a student who is in a self-contained particular education class, access to the general curriculum may be limited. The special education teacher is responsible for providing instruction in all academic areas, and the curriculum may not be aligned with the general education curriculum. However, IDEA requires that students in self-contained classes have access to the general education curriculum to the extent appropriate (Agran et al., 2002). This may involve incorporating elements of the general education curriculum into the particular curriculum or providing opportunities for the student to participate in general education classes for non-academic subjects such as physical education or art.
State-wide assessments for students with disabilities, both in the general education classroom and self-contained classroom, must be designed to assess their knowledge and skills in the same subjects as their non-disabled peers. This means that the assessments must be aligned with the general education curriculum and administered with appropriate accommodations specified in the student’s IEP. For example, a student with a specific learning disability in reading may be given extra time to complete the assessment or may be allowed to use text-to-speech software to read the questions and answer choices.
Forms of Alternate Assessment Available and Appropriate for these Students
Alternate assessments are available for students who cannot participate in state-wide assessments, even with accommodations. IDEA requires states to have alternate assessments for students with disabilities who cannot participate in the regular assessments (Bleak & Abernathy, 2022). Alternate assessments are designed to evaluate the academic achievement of students with disabilities who cannot take regular assessments. These assessments are aligned with the state’s academic content standards and can take many forms, including portfolios, performance tasks, and observations (Gargiulo & Metcalf, 2022). The purpose of alternate assessments is to accurately measure the academic achievement of students with disabilities who may have difficulty demonstrating their knowledge on a standardized test. It is important to note that alternate assessments are not an alternative to providing students with disabilities access to the general education curriculum. Instead, they are a way to assess students’ academic achievement who may need help to participate in regular assessments, even with accommodations. In addition, alternate assessments should be used in conjunction with regular assessments to provide a comprehensive picture of a student’s academic progress.
In addition to alternative assessments, schools may use progress monitoring to assess the student’s progress on specific skills or goals. Progress monitoring involves collecting student performance data over time and using that data to make instructional decisions (Rossetti et al., 2020). For example, a student with a specific learning disability may aim to increase their reading fluency by a certain number of words per minute. The teacher can monitor progress to track the student’s reading fluency and adjust instruction.
Conclusion
In conclusion, IDEA is a federal law that provides protection and accommodations to students with disabilities. The law requires schools to provide free and appropriate education in the least restrictive environment. For students with specific learning disabilities in reading, schools must provide individualized instruction, positive behavior interventions and supports, and appropriate accommodations for state-wide assessments. Access to the general curriculum may differ for students in self-contained special education classes. Overall, IDEA helps to ensure that students with disabilities receive the support and resources they need to succeed in school.
References
Altshuler, S.J. Kopels, S. (2003). Advocating in Schools for Children with Disabilities: What is New with IDEA? Social Work. 48(3). 320-329.
Beekman, L. (2009). Equal Education through IDEA: How the Disability Education Act Works. Family Advocate. 31(3). 43-45.
Bleak, K. W., & Abernathy, T. (2022). Individuals with Disabilities Education Act (IDEA). Routledge.
Chamberlain, C. Witmer, S. (2017). Students with Intellectual Disability. Education and Training in Autism and Developmental Disabilities. 52(1). 38-50.
Gargiulo, R. M., & Metcalf, D. (2022). Teaching in today’s inclusive classrooms: A universal design for learning approach. Cengage Learning.
Garver, R. (2022). For Some and All: Subgroup Entitlement Policies and Daily Opportunity Provision in Segregated Schools. American Educational Research Journal, 59(3), 574–609.
Horner, S. L., Mrachko, A., O’Connor, E. A., & Yasik, A. E. (2020). Pre-Service Teachers’ Knowledge of Special Education Laws. Mid-Western Educational Researcher, 32(1).
Mastropieri, M.A., Scruggs, T.E. (2001). Promoting Inclusion in Secondary Classrooms. Learning Disability Quarterly. 24(4). 265-274.
Obiakor, F.E., Harris, M., Mutua, K., Rotatori, A., Algozzine, B. (2012). Making inclusion work in general education classrooms. Education and Treatment of Children. 35(3). 477-490.
Osborne Jr, A. G., & Russo, C. J. (2020). Special education and the law: A guide for practitioners. Corwin.
Rossetti, Z., Burke, M. M., Rios, K., Rivera, J. I., Schraml-Block, K., Hughes, O., … & Aleman-Tovar, J. (2020). Parent leadership and civic engagement: Suggestions for the following individuals with disabilities education act reauthorization. Journal of Disability Policy Studies, 31(2), 99–111.
Wehmeyer, M. L., Lattin, D. Agran, M. (2001). Achieving Access to the General Curriculum for Students with Mental Retardation: A Curriculum Decision-Making Model. Education and Training in Mental Retardation and Developmental Disabilities. 36(4). 327-342.
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