Stein 1 IDEAS IMPACT ON AMERICAN EDUCATION

IDEAs Impact on American Education

Alex A. Stein
Ms. Sandi Steinhoff-Muller
SPED-100
2 December 2013












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Abstract
This paper explains the Individuals with Disabilities Education Act (IDEA) and its six principles.
This paper states how this law has impacted those with disabilities such as how it has improved
their lives in education. The American system has altered its ways because of this law to better
suit those with disabilities. Finally, this paper explains how this law has impacted educators
roles in the American education system to help better serve those with disabilities.














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IDEAs Impact on American Education
Everything in the world of education has changed because of this law and the six
principles. This changed the way students with disabilities were treated; no child was denied
their right to a free appropriate public education. According to Heward (2013), The Education
for All Handicapped Children Act was passed by Congress in 1975. This Public Law, PL 94-142,
was amended and reauthorized five times. In 1990, the name was changed to Individuals with
Disabilities Education Act (IDEA), then later the name changed one more time to Individuals
with Disabilities Education Improvement Act of 2004 (IDEA). Zero Reject, Nondiscriminatory
Evaluation, Free Appropriate Public Education, Least Restrictive Environment, Due Process
Safeguards and Shared Decision Making, which are the six principles, all have impacted
educators roles, those with disabilities, and the American education system for the better.
The first principle, Zero Reject, proclaims that all students must be educated regardless of
their disability. The American system is no longer allowed to turn away any child from a free
appropriate public education. Students with disabilities no longer have to fear being denied
acceptance into schools. These children now have equal opportunities just like every other
student does. Therefore the teachers roles have increased. Teachers now have to learn different
techniques and accommodations to help work with children with disabilities. Techniques such as
using step-by-step methods, reading questions out loud, allowing the student to respond through
a computer, teaching life skills, and teaching social skills are now part of the teachers roles as
Kupper & Hamilton (2012) reports. Schools have to accommodate by making sure everything is
handicap accessible. For example, if there is multiple floors in the building an elevator must be
present and ramps made available if there are stairs.

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Nondiscriminatory Evaluation is the second principle. Heward (2013) states, Schools
must use nonbiased, multifactored methods of evaluation to determine whether a child has a
disability and if so, whether the child needs specially designed instruction to benefit from
education. Students must be tested by more than one test and the test must not discriminate
against race, gender, culture, or language. This has helped the American education system better
identify those children with disabilities. In return the students are not incorrectly identified. The
correctly identified students can now receive the help they need in order for them to succeed.
Helping to identify those students who may have a disability and possibly being a part of an
individualized education program (IEP) team is the teachers role. According to Heward (2013),
the protection in evaluation procedures states that all tests must be given in the students primary
language and that identification decisions cannot be based off only one test.
The third principle states that all children with disabilities, regardless of the type or
severity of their disability, shall receive a Free Appropriate Public Education (FAPE) (Heward
2013). Under this principle, parents do not have to pay for their childs education; the public is
responsible to pay that fee. This also requires students with disabilities to have an IEP form that
is unique with the student according to their specialized needs. The IEP must contain the
students present levels, measurable annual goals, and describes the specific special education
related services that will be provided (Heward 2013).
Least Restrictive Environment (LRE) is the next main principle of the IDEA law, which
requires that students be taught to their maximum extent appropriate in the general education
classroom with their peers. Separate classrooms or resource rooms are only used when the
student cannot receive appropriate education in the regular classroom. This helps students with
disabilities engage and have more interaction with their peers. However, an aid may be provided

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to the student with disabilities in the general education classroom. The teachers role is more
important now because teachers have to learn to work with and engage all students in classroom
activities, even the special students who have a disability or several disabilities. As a teacher,
slowing down directions and even repeating the directions helps not just students with
disabilities but also every student in the classroom.
Under this principle schools are required to follow certain procedures to protect the rights
and interests of parents and students with disabilities. Due Process Safeguards require that
schools must maintain the confidentiality of all records of a student with disabilities and make
those records available to the parents when requested (Heward 2013). This helps parents ensure
that their childs right are protected. Teachers, aids, and other school officials are not allowed to
share any information pertaining to these students with others.
The final main principle is Parent Participation and Shared Decision Making. All
schools must confide with the parents. Schools have to have parental consent for any evaluations
or placement decision regarding special education. Heward (2013) claims that the parents and
students input and wishes must be considered in determining IEP goals, related-service needs,
and placement decisions. The teachers are required to communicate with parents to keep them
involved with their childs education. Parents and the student are a part of the planning process
for the students IEP. The school must work with the parents to help find an appropriate solution
to their students educational needs.
Students with disabilities are more alike than they are different. These students are very
talented and thanks to IDEA and the six main principles these students are getting the help they
deserve. Without Zero Reject, Nondiscriminatory Evaluation, Free Appropriate Public
Education, Least Restrictive Environment, Due Process Safeguards and Shared Decision Making

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our education system would not be what it is today. Children with disabilities would be denied
acceptance into schools or put in resource rooms all day without any interact with other peers.
Parents and the child would not have any say in their childs education. Teachers roles have
increased and now help many students with disabilities become successful.
















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Works Cited
Heward, William L. (2013). Exceptional Children: An Introduction to Special Education (10
th
ed.). United
States: Pearson Education, Inc.
Kupper, L., & Hamilton, K. (2012, November). Intellectual Disabilities in Your Classroom: 9 Tips for
Teachers. Retrieved from http://nichcy.org/intellectual-disabilities-in-your-classroom