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The Individuals with Disabilities Education Act (IDEA) provides funds to states for the education of children with disabilities. It contains detailed requirements for the receipt of these funds, including the core requirement of the provision of a free appropriate public education (FAPE). IDEA was comprehensively revised in 1997 by P L 105-17, but Congress has continued to grapple with issues relating to the Act. This book provides an overview of the Act with particular attention paid to issues of recent congressional concern, such as funding and the provision of FAPE for children with disabilities found to have brought a weapon to school.
This book reproduces in a convenient, slim volume the text of the Individuals with Disabilities Education Act ("IDEA"), as amended through P.L. 114-95, enacted December 10, 2015, as maintained by the Office of Legislative Counsel of the United States Congress as of October 24, 2018. This is an unofficial publication and is neither authorized nor endorsed by the United States Congress or any governmental body.
The Individuals with Disabilities Education Act (IDEA) provides funds to states for the education of children with disabilities. It contains detailed requirements for the receipt of these funds, including the core requirement of the provision of a free appropriate public education (FAPE). IDEA was comprehensively revised in 1997 by P. L. 105-17, but Congress has continued to grapple with issues relating to the Act. This book provides an overview of the Act with particular attention paid to issues of recent congressional concern, such as funding and the provision of FAPE for children with disabilities found to have brought a weapon to school.
A careful examination of the evolutions of Curriculum as Political Text and the Individuals with Disabilities Education Act of 1973 disclosed certain contributory facets to teacher disillusionment in an inclusive high school environment. A diminishing sense of professional self-efficacy, self-empowerment, and optimism stemmed primarily from the political machinations of a hidden curriculum and a misapplication of an inclusive classroom practice. The process used to arrive at these conclusions was heuristic research, wherein outward perceptions and realties assumed meaning vis-a-vis inward reflection and introspection, disclosing an unequivocal new awareness, illumination, and enlightenment. Such personal enrichment, however, arrived only after a journey-of-self unfolded through the three phases of heuristic research--Immersion, Acquisition, and Realization. First and foremost, this was a human study that examined specific elements contributing to teacher disillusionment. During Immersion, disquieting professional life experiences formed the preliminary data through which and from which was extrapolated an essence or meaning that ultimately assumed form through autobiographical narrative. The second phase, Acquisition, included input from a variety of sources, ranging from texts, literature, and discourses to federal legislation and law review to human subjects'studies. What was "acquired," then scrutinized, was new knowledge relative to disillusionment in the inclusive classroom, especially with regard to curriculum as political text. Finally, the Realization Phase aggregated and synthesized the components disclosed in Immersion and Acquisition, which led to a dynamic "coming together" of seemingly disparate elements, ultimately affirming a sense of professionalism and validating search-of-self.