Individuals with Disabilities Education Act (Idea) Name Institution Individuals with Disabilities Education Act (Idea) Section A Entitlement and Allocation is the first component of the IDEA program. This component of Idea is important in the sense that it supplies the states with the specific plan that is used for putting in place the structure and processes of the program…
Eligibility is the second component of the IDEA program. This component ensures that all disserving cases are dealt with in a procedure and process that is fair and non-discriminatory. The component demands that that all cases of disability within the state must be placed under the program so than no children is left out for technical or any other reasons. The component also spells out the processes of individualized education program in line with needs of the children (Salvia, Ysseldyke, & Bolt, 2010). Applications is the third component of the program. This section deals with matters of money and resources for the IDEA program. Policy frameworks, the provision of free educational support, and materials are some of the issues that are spelt out in the program (Jones, Apling & Smole, 2004). Procedures and safeguards component of the program provides certain safeguards that attach to all persons that within the IDEA program. The component is important in the sense that it spells out the manner in which the program relates to the child as an individual. According to this component, children shall be given all the rights appertaining to them regardless of whether their parents are known or not. It also requires that children and guardians are provided with the details of the children progress as the process continues (Gargiulo, 2006). Evaluation is the fifth component of the IDEA program. This section of the program provides details of the evaluation procedure and prescribes the manner in which the process is to take place. In essence, the section in necessary in evaluating the progress of the student in order to determine whether the intervention measure is appropriate. The sixth component of the program is the payments section. This section provides specifics on regulations, procedures and monitoring. The section also gives directions of changes in the legislations and the role of Congress in the process. Section B PL 99-457 (1986 This law expanded to cover young children and infants with cases of disabilities within the six central provisions that covered older children (Jones, Apling & Smole, 2004). It also spelled out that states that would fail to comply with provisions would suffer by the withdrawal of funds meant to support other schooling services. This part of the law also provided for the development of an intervention system for tackling the educational challenges for infants and children with special developmental needs. The law also put in place Individualized Family Service Plans (IFSP) (Jones, Apling & Smole, 2004). Other additions included the development of public awareness plans and procedural safeguards. PL 101-476 The passage of the PL 101-476 in 1990 marked the revising the earlier title of the law on special disability law on people with disabilities to the alternative name of Individuals with Disabilities Education Act (IDEA) (Jones, Apling & Smole, 2004). The law prioritized children above the state of disability. The law also saw a withdrawal of phrases such as handicapped to refer to children with disabilities. Transition and eligibility were key additions to the law. Children with autism and those with traumatic brain injury were formally included under the children with disability bracket. The transition period was established in order to provide the mechanisms and programs for children to transcend from public schools of the disability to ...
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(“Idea Book Report/Review Example | Topics and Well Written Essays - 1250 words”, n.d.)
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(Idea Book Report/Review Example | Topics and Well Written Essays - 1250 Words)
“Idea Book Report/Review Example | Topics and Well Written Essays - 1250 Words”, n.d. https://studentshare.net/education/82687-idea.
The main idea of the fourth chapter of the book which is called Public Attitude towards Science is that people should have correct attitude of science. Science is developing rapidly, and people should know basic scientific elements which are very important and concern everybody of us, such as acid rains, the greenhouse effect, nuclear weapons, and genetic engineering1.
He explains that the basic principle behind existentialism is the idea that “existence precedes essence, or, if you prefer, that subjectivity must be the starting point” (13). He then introduces a metaphor of God as the artist and man as the
The first path is the Downward Path, which involves the formation of a deeper character that is patterned after Jesus. This path may be unattractive and unpalatable to most people because it denies the individual of the use of his own will and instead,
The author narrates how she managed to understand the feelings of oppression women undergo especially women of color. As a way to end this repatriation, Peggy mad a daily effect list which would put an end to
aper gives a brief, but exhaustive analysis of the theme of the futility of human efforts as observed in the lives of Jumpei, the young widow and the rest of the society (Iles 51).
However much he tries, Jumpei realizes that he is not able to accomplish his goal of trapping a
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