2. Critical Criteria
PL (Public Law) 94-142
IDEA (Individuals with Disabilities Education Act)
Section 504
ADA (Americans with Disabilities Act)
NCLB (No Child Left Behind)
3. PL 94-142
PL 94-142 was the initial passage of IDEA, referred to as (EHA)
Education for All Handicapped Children Act
A groundbreaking piece of federal legislation that granted monies
to states
The monies were meant for improving special education programs
through expansion, development, and improvement
Appropriate education for all special education was the main
goal of this initiative
Rights for exceptional children were guaranteed, ultimately
protecting the future of these children
4. IDEA
Reauthorized in 2004
A major emphasis on access to general education curriculum
was identified under this law
FAPE (Free Appropriate Education) - All students with special
needs that require related services or other learning
requirements will receive them, free of charge
Appropriate Evaluation – A full and individualized evaluation of
the student will be conducted before a student receives special
education services, evaluations will be numerous, parents will be
involved, reevaluations, and testing in the student’s language
will be conducted
5. IDEA
IEP (Individualized Education Plan) – A document that includes
all of the exceptional student’s long term goals, participation in
assessments, transition planning, and necessary services.
LRE (Least Restrictive Environment) – Exceptional children will be
placed in the general education setting as much as
appropriate for the student, referred to as inclusion
Parents – Now every parent must grant permission for every
decision or placement that affects the student, parents are
afforded many rights such as the right to obtain IEE
(Independent Educational Evaluation)
6. Section 504
Section 504 is part of the Rehabilitation Act
Any student who has an impairment (physical or mental) that
substantially limits one or more major life activities qualifies for
special services under Section 504
Students that are uncategorized under IDEA but who need
accommodations will be entitled under this law
7. ADA
ADA is very similar to Section 504
ADA broadens Section 504 to include civil rights coverage for
individuals who are disabled
Establishes guidelines for employment, public accommodations,
transportation, state and local governmental operations, and
telecommunications systems.
Protects individuals who are “otherwise qualified” from
discrimination
8. Key Elements
Standard-Based Education
Student Accountability
Inclusion
RTI (Response to Intervention)
UDL (Universal Design for
Learning)
Differentiated Instruction
Evidence-Based Practices
Diversity
9. Elements
Standard-Based Education - Everything that is taught must be tied to
state-derived content and performance standards including other
standards that individual states have developed
Inclusion – A huge effort will be made to include exceptional students
in the general education classroom, as much as reasonable for the
student and the classroom
Student Accountability – High-stakes standards-based testing is
administered, annual grades 3-8 in math and reading, students with
disabilities will be included in all testing
Some students will test with accommodations, alternative assessments, and
some might be exempt from the test all together (This decision is on the
students IEP)
10. Elements
UDL – The curriculum and materials are designed to support all
students in the general education classroom, proactive, uses
new technologies and resources, supported education, and
flexible assessments
RTI -This is a tier system that is systematic in it’s approach
Tier 1: All student participate in this tier, they are expected to
achieve all academic and behavioral goals
Tier 2: Students who do not meet all the general education goals will
receive more targeted instruction
Tier 3: Students are then referred for special education services
where they will receive intensive, evidence-based interventions
11. Elements
Differentiated Instruction - “Individualizing instruction” so all
children can be accommodated in the general education
classroom
Evidenced-Based Practices - Teachers are now required to use
interventions that are scientifically proven (Must have evidence
that interventions work with the populations with whom they are
being used)
Diversity – A tiered intervention can be used to address diversity,
a sensitivity to the needs of children from diverse backgrounds
must be developed, teachers must acquire specific knowledge
about diverse students and interventions to address these needs
