Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act of 2002 (NCLB) "require that students with disabilities have equal access to general education curricula and contexts," (Simon & Black, 2011, p.160). These two laws provide the fundamental backbone of inclusive education. However, educators need support in order to comply with these two federal regulations. The Differentiated Accountability Program (DAP) serves that function.

Special education is presided over by federal law in most educational jurisdictions. According to the Indviduals 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 surroundings to make sure that all students'

No Child Left Behind Act Both the No Child Left Behind Act and the Individuals with Disabilities Education Act (IDEA) are fairly controversial pieces of legislation, particularly in the varying realms of public education that they affect. The former of these acts mandates that public schools must give yearly, standardized assessments of their students. The results of these assessments is largely the basis for federal funding to these schools. IDEA mandates

It is also worth noting that the evolving nature of special education can be attributed to the cultural changes, family values, and civilizations taking place. Research attitudes towards people with special educational needs exhibit considerable variation as one move from one culture to the other. Findings show that people of different culture may perceive the similar conditions differently. For instance, Yoruba perceived that albinism as a punishment from God (Wilson,

Special Education According to the Federal Laws of the United States of America, "Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97-300.26(a)]." The revised statutes of Arizona defines a child with disability as "a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have

In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special