This paper provides an introductory overview of special education in the United States, focusing on the federal legal framework established by the Individuals with Disabilities Education Act (IDEA). It examines key concepts including Free Appropriate Public Education (FAPE), the Individualized Education Program (IEP), and Least Restrictive Environment (LRE). The paper explains the purpose and components of the IEP, detailing how it is developed, reviewed, and implemented to meet each qualifying student's unique needs. It also explores how inclusion practices have transformed the roles of both general education teachers and special education teachers as they collaborate to serve students with learning disabilities in the general education classroom.
Special education is governed by federal law in most educational jurisdictions. According to the Individuals with Disabilities Education Act (IDEA), special education is defined as specifically planned instruction used to meet the distinctive needs of a child with a disability, at no cost to the parents. This kind of service is in place to provide supplementary services, support, programs, specialized placements, or appropriate surroundings to ensure that all students' educational needs are met. Special education is provided to qualifying students at no cost to their families.
There are many students who have special learning needs, and these needs are addressed through special education. The range of special education support varies based on need and educational jurisdiction. Each state or educational jurisdiction has different policies, rules, regulations, and legislation that govern what special education is and how it is delivered (Hallahan, Kauffman, & Pullen, 2011).
At the federal level, the governing law is the Individuals with Disabilities Education Act (IDEA). Characteristically, the types of qualifying disabilities are explicitly identified in the jurisdiction's legislation surrounding special education. Students who qualify for special education support have needs that will frequently require services beyond what is typically offered or received in the regular classroom setting.
IDEA was reauthorized by Congress in 2004, leading to a series of changes in the way special education services are implemented. These changes remain in effect today and affect the delivery of special education and related services. Several important concepts have become part of the special education vocabulary as a result of this law. These include FAPE (free appropriate public education), IEP (individualized education program), and LRE (least restrictive environment). These concepts have been built into the special education system to ensure that equal access to education is available for all students (Hallahan, Kauffman, & Pullen, 2011).
The Individualized Education Program (IEP) is a written document developed for each public school child who is entitled to special education services. The IEP is created through a team effort and reviewed at least once a year. An IEP includes the disability under which the child qualifies for special education services, the specific services the team has determined the school will provide, the child's annual goals and objectives, and any accommodations that must be made to support the child's learning.
The IEP must also contain a statement of the special education and related services, supplementary aids, and services to be provided to the child (Hallahan, Kauffman, & Pullen, 2011).
"Customizing IEPs to individual student disability needs"
"Inclusion's impact on general and special education teachers"
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