The IDEA (Individuals with Disabilities Education Act) has had some changes that have taken effect. You may hear it referred to as the 1997 Reauthorization. A couple of things that effect deaf and hard of hearing children are: language and communication needs, opportunities for direct communication with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode. The 1997 Amendments also require the IEP team to consider whether the child requires assistive technology devices and services. Children enrolled in private schools no longer automatically get services from the public schools. The school district must agree that they cannot provide services for the child and that the private school is the better setting. This doesn't mean that a school district won't provide services but they don't have to if they weren't involved in the decision to place the child in the private school. Please visit the US Department of Education Homepage to obtain more information about the 1997 Reauthorization of the IDEA.
IMPACT of IDEA Reauthorization
taken from publications produced by
The Exceptional Children's Assistance
Center (ECAC)
1. Revision of special education decision making/placement process- New Individualized Education Program Team replaces School Based Committee and Administrative Placement
2. New process for reevaluation- No longer an "automatic"requirement for testing. IEP Team (including parents) must gather information that is necessary for appropriate education programming and determine if any further information is needed.
3. Major changes in IEPs including
· new focus on "general curriculum"
· special factor to be considered
· benchmarks can be used along with/instead of objectives
· placement decisions must be based on why the student is being removed from regular education instead of why the student needs special education
· new state recommended IEP form
4. Progress Reports to Parents- Parents must receive reports of progress toward IEP goals as often as other students receive report cards.
5. Discipline- Significantly changed how students with disabilities can be disciplined. Changes include requirements for functional behavior assessments and positive behavior supports for some students.
6. Mediation- New two tier system of mediation created by new state law. Independent mediators are available before a parent files for due process and law judges will offer mediation after due process is filed.