The Improving Access to Education for Persons with Disabilities Act

For children with disabilities, the Individuals with Disabilities Education Improvement Act (IDEA) of 2004

assures equity, excellence, and accountability in education (Yell et al., 2012). The act’s standards for special education have had a significant impact on the field of education in a number of ways. First off, regardless of how severe their problems are, it has made it feasible for kids with disabilities to receive free public education. Second, it guarantees that the special education services are tailored to the students’ requirements and delivered in the least restrictive setting possible alongside typical kids. Lastly, it protects the rights of disabled children and ensures the participation of their parents or guardians in their education. In this regard, every child is given an equal opportunity to acquire education regardless of his or her level of disability.

The requirements for special education outlined in the Individuals with disability act 2004

have also affected the general education in classrooms in several ways. It has made it possible for students with disabilities in both public and private institutions to learn in the same classrooms with other non-disabled pupils (Yell et al., 2012). Prior to its enactment, many disabled children were denied access to public schools while others were placed in segregated classrooms, without effective support for their special needs. As a result, the act requires that all special education teachers are highly qualified and also ensures that schools provide pupils with Individualized Education Programs suitable for their needs (Yell et al., 2012). Moreover, it also allows parents to review their children’s educational records and promotes their involvement in placement decisions.

References

Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2012). Individuals with disabilities education improvement act of 2004 and IDEA regulations of 2006: Implications for educators, administrators, and teacher trainers. Focus on exceptional children, 39(1), 1.