Clara Schild

Edited by: Joan Schild

Jordan Schild
Katie Ekeren
Brooks Schild

How IDEIA Impacted American Education

Clara Schild
Intro to Person with Exceptionalities
IDEID Essay
Sandi Steinhoff- Muller
4-16-14

Clara Schild

Abstract: The Individuals with Disabilities Education Improvement Act (IDEIA) has changed the
American school system. Through several principles, IDEIA has broken down several barriers
that were evident for years. It morphed the way educators teach students with disabilities. The
law opened doors to exceptional children to receive an appropriate education.

Clara Schild
How IDEIA Impacted American Education

The Individuals with Disabilities Education Improvement Act (IDEIA) is the law in place
today that governs the education of exceptional children. Prior to the All Handicapped Childrens
Act of 1975 there were no laws to assist exceptional children until the All Handicapped
Childrens Act of 1975. George Bush changes this act in 1994. This act was further modified in
2004 to become what educators use today. IDEIA has several principles that help shape the way
educators teach children with disabilities. The principles include Zero Reject, Nondiscriminatory
Evaluation, Free Appropriate Public Education (FAPE), Least Restrictive Environment (LRE),
Procedural Safeguards, and Shared Decision Making.
The first principle in IDEIA is Zero Reject. This standard is based on the idea that
schools must educate every student, regardless of disabilities. It is the duty of the school to
provide special education to those who need it between the ages of six and seventeen. Along
with that, the Zero Reject has the child find system requirement. The child find system requires
each states education agency to locate, identify, and evaluate all students who have suspected
disabilities from birth up to age 21 (Heward, 16).
Students with disabilities faced several challenges before IDEIA became law. In the
beginning, it was difficult for parents to know specifics about the new law. This confusion led to
a lot miscommunication between parents and educators. Barbara Anderson, a parent of a student
with disabilities told her story at a hearing discussing zero reject. She said, We had no idea
what the law was...and even though we begged and begged for them to do something with him to
help him learn, they wouldn't do anything. Every year he fell further and further behind. We
were told when he was fourteen, by the principal, I wouldn't worry. In a couple of years he'll be

Clara Schild
sixteen and he can quit ("National Council on Disability). Thanks to the cooperation of
educators nationwide, the zero reject principle is followed. Students with disabilities are no
longer being denied an education because of their disability.
The next principle of the Individuals with Disabilities Education Improvement Act is
Nondiscriminatory evaluation. This principle is centered on the concept of unbiased,
multifactorial ways of evaluating students. The evaluations that educators use in order to
determine whether a student has a disability must be suited to the specific childs needs. The
principle eliminates the risk of discrimination when evaluating based on race, culture, or
language. The tests need to be given in the students native language in order to give a fair and
realistic evaluation (Heward, 17). The Nondiscriminatory principle places a large emphasis on
multifactorial evaluations. This emphasis means that a single test score cannot be used to place a
student. Generally, when using multifactorial evaluations, educators start with IQ tests like the
Wechsler Intelligence Scale for Children III. After the IQ tests are administered, the educators
will give a series of achievement tests. These tests are given for several different subjects such as
reading, math, and writing (Special Education).
A significant aspect of IDEIA is the Free Appropriate Public Education (FAPE)
principle. FAPE states that all children with disabilities, regardless of the type or severity of
their disability, shall receive a free appropriate public education (Heward, 17). The education of
exceptional children is free to the family, and publically funded. Any assistive technology or
related service that a student needs to learn has to be provided by the school system. For
example, if a student is blind or has visual impairments, the school must provide things like large
print books, recorded books, magnifiers, advanced computer software, and even Braillers.

Clara Schild
FAPE also includes required individualized education programs (IEP) for students in
special education. IEPs are made to help educators meet the needs of each individual student
that has a disability. They give educators, parents, administrators, and students the ability to
come together and create a specific plan. There are several aspects of an IEP that come together
to help the student receieve the most appropriate education possible. Once the student is
evaluated through multifactorial evaluations and is found to be eligible for services, the IEP team
will meet and write the IEP. IDEIA requires individual education programs to contain specific
information regarding the students needs and abilities. They include present levels of academic
achievement and functional performance, annual goals, the special education and related services
to be provided, the amount of time spent separated from the class, assessments, modifications
required, and how to measure progress included in each IEP (Short-and-Sweet).
Least restrictive environment (LRE) is another aspect of IDEIA. This principle requires
schools to integrate students with disabilities in classrooms and activities with students without
disabilities. It requires that students consistently attend a regular classroom. Factors involved in
deciding the students LRE include the ability to focus, what they need to learn, how much direct
instruction is required, and other educational issues that are unique to each individual. The
school districts are required by IDEIA to make a continuum of alternative placements available
to meet the needs of each student (Heward, 19). These include instruction in general education
classes, accommodations, separate classes, separate schools, home instruction, and instruction in
institutions and hospitals. Students with disabilities are also given equal opportunities for
extracurricular actives through LRE. These include sports, preforming arts, clubs and more
(Least Restrictive).

Clara Schild
Another aspect of IDEIA is the concept of procedural safeguards. These safeguards are in
place to protect students with disabilities and their parents. It requires consent for all evaluations
and placement decisions regarding students with disabilities. Procedural safegaurds also make
schools keep records confidential, but still available to the parents of the exceptional children
(Heward, 19). Included in this principle are due process procedures. This is the process where
parents may disagree with the program recommendations of the school district. The notice must
be given in writing within 30 days. IDEIA provides two methods for resolving disputes,
mediation or fair hearing (Special Education Terms). During mediation, a completely objective
mediator resolves conflict by helping parents and a school district achieve a mutual agreement. If
an agreement cannot be formed via mediation, the parents and the school district both present
written evidence regarding the issue through fair hearing. Often times there are witnesses to
testify on the matter before a judge or hearing officer makes a decision on the issue. Generally,
issues are involving a students evaluation, eligibility, placement, assessments, related services,
changes to an IEP, or expulsion of a student (Understanding IEP).
The last major part of IDEIA is shared decision making between parents, students, and
educators. It is important for schools to work with the parents and students when deciding which
paths to take when planning and implementing special education services. When a teacher is
deciding where to place a student with disabilities, it is imperative that they get the parents input
when deciding on the most beneficial and appropriate plan for the student (Heward, 20).
The Individuals with Disabilities Education Improvement Act of 2004 completely
changed the way schools handle students with disabilities. Before IDEIA and the previous All
Handicapped Childrens Act of 1975, students with disabilities faced many challenge when
perusing an education. Principles like Zero Reject, Nondiscriminatory Evaluation, Free

Clara Schild
Appropriate Public Education, Least Restrictive Environment, Procedural Safeguards, and shared
decision-making make up the bulk of IDEIA. The principles combine to provide a better
education for those with disabilities.

Clara Schild
References
Heward, W. L. (2012). Exceptional children: An introduction to special education(pp.
16-20). Boston, MA: Pearson.
Least Restrictive Educational Environment. (n.d.). Retrieved from
http://learningdisabilities.about.com/od/publicschoolprograms/a/leastrestrictiv.htm
National Council on Disability. (n.d.). Retrieved April 14, 2014, from
http://www.ncd.gov/publications/1995/09051995#3
Special Education - Individuals with Disabilities Education Act (IDEA) : E.
Understanding Special Education Evaluations. (n.d.). Retrieved from
http://www.ohiolegalservices.org/public/legal_problem/students-schools/specialeducation/understanding-special-education-evaluations/qandact_view
Special Education Terms and Definitions. (n.d.). Retrieved from
http://www.understandingspecialeducation.com/special-education-terms.html
Short-and-Sweet IEP Overview. (n.d.). Retrieved from
http://nichcy.org/schoolage/iep/overview
Understanding IEP Due Process. (n.d.). Retrieved from
http://www.understandingspecialeducation.com/IEP-due-process.html