The IEP channels the delivery of special education services and supports for the student with a disability (La Venture, 2003).
3) Evaluations for special education. It should involve more than a single process, be nondiscriminatory, be done in a child's primary language, arranged by qualified multidisciplinary team, and tailored to gauge particular areas of need (La Venture, 2003).
4) Federal financial assistance. It will be given to local and state governments that provide full educational opportunities to students with disabilities. Since federal law regulates the rights of education for students with special needs, and due to the additional costs associated with educating these students, federal money is made available to schools based upon the number of students in the special education program. Every student, regardless of cost or disability, should be given by public school districts the right to an education within their schools (La Venture, 2003).
5) Due process procedures. Occasionally school districts and parents argue on how a child with disabilities must be educated. When this occurs, there are measures in place to deal with these conflicts. Parent involvement consists of a) the right to receive notice, b) equal partnership
in the decision-making pr...
ght to give approval for particular activities such as changes in placement, assessments, and release of information to others, d) and the right to join in all meetings regarding their child's special education (La Venture, 2003).
6) Least Restrictive Environment (LRE) in which to learn. This concept reveals the act's solid inclination for educating students with disabilities in general education classes with the access to general education curriculum. Education in the general education classroom is the first placement preference the IEP team should consider. If the IEP team concludes that the student can be properly educated in the general education classroom via adjustments/additional services and aids, this is the LRE for that student (La Venture, 2003).
The Four IDEA Re-authorizations
1) PL 99-457 (1986). PL 99-457 or "The Preschool Law" expanded services for young children or infants who are at risk or have disabilities. Two parts of the law, Part B and H, summarize services for children from 0 to 5 years old. Part B states that each state shall extend all the provisions of the law to young children with disabilities. Young children are now entitled to the six chief mandates that used to just cover older students. All states that will not conform will lose the federal funds they had been getting for other pre-school services. Part H encourages states to devise and execute a broad method of intervention for toddlers or even infants with disabilities or developmental delay (Apling & Jones, 2002).
2) PL 101-476 (1990). PL 101-476 amended the title of the special education act to Individuals with Disabilities Education Act (IDEA), also known as the "Person First" act. The aim of the law is to understand children first and the disability second. All terms having the