IDEA and Inclusive Education

Advances in Early Childhood and K-12 Education - Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice ◽

10.4018/978-1-5225-3111-1.ch001 ◽

2018 ◽

pp. 1-38 ◽

Cited By ~ 1

Author(s):

Marquis C. Grant

Keyword(s):

General Education ◽

Inclusive Education ◽

General Educators ◽

Federal Mandates ◽

Individuals With Disabilities ◽

Disabilities Education Act ◽

General Education Classroom ◽

The Law ◽

Education Act ◽

State Educational

Federal mandates, most notably the Individuals with Disabilities Education Act (IDEA), guarantee education rights for children classified under one of the 13 categories of disabilities, ensuring that they are educated with their peers in the general education classroom as much as possible based on their ability and needs. State educational agencies and local educational agencies are responsible for ensuring that the pedagogical needs of all children with a disability are met in accordance with the law. This chapter discusses IDEA and the concept of inclusion and how special and general educators must increase their efforts to promote and support equitable opportunities for all students.

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Respecting Federal, State, and Local Approaches to IDEA and Service Delivery Models

Advances in Early Childhood and K-12 Education - Cases on Service Delivery in Special Education Programs ◽

10.4018/978-1-5225-8069-0.ch002 ◽

2019 ◽

pp. 44-82

Keyword(s):

Special Education ◽

General Education ◽

Federal Government ◽

Federal State ◽

Disabilities Education Act ◽

Education Act ◽

State And Local ◽

State Educational ◽

The Cost ◽

Delivery Models

This chapter focuses on the Individuals with Disabilities Education Act, which states that students with exceptionalities will be afforded an education without cost to themselves or their family. Since funding for special education programs are typically double the cost of a general education program, the chapter discusses the historical and current practices that state educational agencies have had to devise in order to pay for the services because the federal government has not followed through with its promise of providing 40% of the total costs to educate these children. The chapter concludes with a discussion about the future trends for special education funding.

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Here But Not Here

Research and Practice for Persons with Severe Disabilities ◽

10.1177/1540796919901269 ◽

2020 ◽

Vol 45 (1) ◽

pp. 51-55

Author(s):

Sue Swenson

Keyword(s):

Human Rights ◽

Everyday Life ◽

Inclusive Education ◽

Individuals With Disabilities ◽

Placement Decisions ◽

Disabilities Education Act ◽

The Everyday ◽

Education Act ◽

Role Of Parents

The role of parents in placement decisions is not mentioned in the foundational paper written by Agran et al. This essay explores the various ways parents are absent in the bureaucracy and in the everyday life of schools and communities. Some of the principles of the Individuals with Disabilities Education Act are thought to be at the heart of the problem, along with attitudes of ableism and a general neglect of human rights. An inclusive education of the heart is recommended.

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Respecting Federal, State, and Local Approaches to IDEA and Service Delivery Models

Advances in Early Childhood and K-12 Education - Models for Effective Service Delivery in Special Education Programs ◽

10.4018/978-1-4666-7397-7.ch002 ◽

2015 ◽

pp. 29-49

Keyword(s):

Special Education ◽

General Education ◽

Federal Government ◽

Federal State ◽

Disabilities Education Act ◽

Education Act ◽

State And Local ◽

State Educational ◽

The Cost ◽

Delivery Models

This chapter focuses on the Individuals with Disabilities Education Act, which states that students with exceptionalities will be afforded an education without cost to themselves or their family. Since funding for special education programs are typically double the cost of a general education program, the chapter discusses the historical and current practices that state educational agencies have had to devise in order to pay for the services because the federal government has not followed through with its promise of providing 40% of the total costs to educate these children. The chapter concludes with a discussion about the future trends for special education funding.

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Under the Law: Disciplinary policies for students with special needs

Phi Delta Kappan ◽

10.1177/0031721720923798 ◽

2020 ◽

Vol 101 (8) ◽

pp. 64-66

Author(s):

Julie Underwood

Keyword(s):

Special Education ◽

Special Needs ◽

Students With Disabilities ◽

Section 504 ◽

Students With Special Needs ◽

Individuals With Disabilities ◽

Special Education Placement ◽

Disabilities Education Act ◽

The Law ◽

Education Act

Schools must have rules and procedures in place for disciplining all students, but for students with special needs, there are special considerations. Students with disabilities receive special protections under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. When determining whether and how to discipline students, schools must consider whether the behavior is caused by the disability. If students are eligible for services under IDEA, schools must also consider whether the consequences, such as suspension, could constitute a change in the student’s special education placement. In this Under the Law column, Julie Underwood describes the current laws related to disciplining students with disabilities and shares some example cases.

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