The Individuals with Disabilities in Education Act, IDEA

Educating Peter is a short documentary that follows a special needs student with Down’s syndrome, in his inclusive third grade classroom. The film chronicles Peter’s first year at a public school, he was previously attending a school for students with special needs.

Educating Peter is a good example of the evolving history of special educationLinks to an external site.. The Education for All Handicapped Children Act passed in 1975 mandating that students with disabilities have access to public education- that was less than 50 years ago! Prior to the law, children with disabilities were either educated in private schools if their parents could afford, or the state sponsored schools like those for the deaf and blind, or they were kept at home away from the public, or hospitalized in deplorable conditions.

Today PL 94-142 is called The Individuals with Disabilities in Education Act, IDEA. It was reauthorized in 2004 with an emphasis on inclusion, meaning that students with disabilities are entitled to be included in the general education to the maximum extent possible.

As you watch the film Educating Peter take notes for the following questions you need to complete this assignment.

  1. Describe the philosophy of the teacher. Give supporting details.
  2. What were 3 barriers to Peter’s inclusion? How were the barriers overcome? Explain your thinking and use examples from the film.
  3. Describe the collaborations that you witnessed in the film.
  4. What kind of future do you think Peter is being prepared for?
  5. What did you notice while you watched the film? What thoughts do you have about students with disabilities? Thoughts about including children with special needs in the general education classroom?
  6. After watching the film, describe how Peter experienced FAPE, Free and Appropriate Public Education.
https://www.youtube.com/watch?v=EikuC2hJ5hs

IDEA, IFSPs, IEPs, and 504 plans

 

The special education process can be overwhelming for both parents and educators. For example, differentiating between IFSPs, IEPs, and 504s can be difficult. The classroom teacher is a member of the interdisciplinary team, and it is important for the teacher to have a general understanding of IFSPs, IEPs, and 504s. The interdisciplinary team includes the grade level teacher, special education teacher, district representative, school psychologist/specialist, the parents, and the student (when it is appropriate).
For this assignment, create a 12-15 slide digital presentation for an upcoming professional development.
Include the following in the presentation:
Explanations of IDEA, IFSPs, IEPs, and 504 plans and how they differ from each other.
General processes for special education identification, including Child Find, parent referral, and school referral.
Roles family, the school, and/or district faculty and staff play in identification, support, and reporting, as well as the meaning of service delivery.
Methods of communication with families regarding the process of special education identification.
A title slide, reference slide, and presenter’s notes.
Support your presentation with 3-5 scholarly references

 

IDEA

 

 

As you will read in chapter two, IDEA is the federal statute that governs special education and the implementation of it in schools. It was first passed in 1975 (P.L. 94-142) and has gone through several revisions (amendments) since then, with the latest one being the 2004 amendments that were agreed upon only after a good bit of debate from many interest groups. IDEA is a far reaching and very comprehensive law that shapes the special educator’s moment to moment practice, but also has a lot of impact in the regular education setting due especially in part to the LRE mandate. Please consider and contemplate this as you answer the discussion question below.
Question: In what ways do you feel and see the effects of special education legislation in the course of your school day? In other words, where do you see IDEA in effect and how does it influence your practice