IDEA Essay

November 14, 2014

Mikaela Kavanaugh

Abstract
IDEA was established in 1975 to protect students right and provide them security
in a public school system. While the law was amended five times the basis of it has not
changed. There are six principles: zero reject, nondiscriminatory, free appropriate
public education, least restrictive environment, procedural safeguards, and parent
participation and shared decision-making, which all play a unique role in students right
to a public education.

All children are different in their learning disabilities and physical characteristics,
which is why laws have been passed to protect these exceptional students. In 1975,
congress passed the Individuals with Disabilities Education Act (IDEA), which includes
the published definition of mental retardation, with slight rewording, that originated
from the American Association on Mental Retardation (AAMR) (Heward, 2014). Until
the first of five amendments, IDEA was initially known as Public Lawn 94-142, which
forever changed the face of education in this country (Heward, 2014). IDEA protects
people with disabilities rights by having six major principles, which have essentially
stayed the same since 1975. The six major principles are zero reject, nondiscriminatory,
free appropriate public education, least restrictive environment, procedural safeguards,
and parent participation and shared decision-making.
The first principle, zero reject, states, Schools must educate all children with
disabilities (Heward, 2014). This means that no child, regardless of the severity of their
disability, can be excluded from a free and public education. This principle also includes
a requirement known as child find system, which locates students suspected of having a
disability and identifies and evaluates these children between birth and age 21 (Heward,
2014). Zero reject requires all children are educated regardless of their disability and the
state education agencies are responsible for locating them, which is important to
guarantee all children receive an education.
The second principle, nondiscriminatory evaluation, requires that when schools
evaluate a student for a disability the school is unbiased and if the student does have a
disability that the school is again unbiased in determining whether a child needs special
instruction (Heward, 2014). This is important so that students are fairly evaluated for

their disability and receive the correct plan of action necessary. In order for testing for
disabilities to be unbiased, all tests must be conducted in the students native language
and placement not be determined on a single test score (Heward, 2014). Following these
guidelines ensures that students are unbiasedly tested for a disability, which safeguards
fair treatment of students.
The next principle, free appropriate public education, establishes that all children
receive a free appropriate public education (FAPE) regardless of the severity or type of
disability (Heward, 2014). The education must be provided without cost to parents and
each unique child individualized education program (IEP) must be developed and
implemented to meet the students needs (Heward, 2014). This principle ensures that all
students receive an appropriate education near to their home. This is essentially so that
all students are able to easily attend a free appropriate school.
The fourth principle, least restrictive environment, requires that students with
disabilities only be taken to separate classrooms when they cannot receive an
appropriate education in the general classroom. Otherwise, schools must integrate
students with disabilities into traditional classrooms to the maximum extent
appropriate (Heward, 2014). If a student does not participate with the general class in
any activities, it must be noted and explained in the students IEP (Heward, 2014). The
fourth principle provides students with disabilities the same environment, as much as
possible, with students without disabilities.
The next principle, procedural safeguards, provides a set of actions for protection
of students with disabilities and their parents (Heward, 2014). Parents must agree with
any plan of action and records must be kept confidential to protect students and

parents rights (Heward, 2014). If there is ever a conflict between parents and schools,
parents have the right to a due process hearing; however most conflicts are resolved
between schools and parents before the situation escalates this far (Heward, 2014).
Procedural safeguards are important to protect the rights of students with disabilities
and their parents.
The sixth and final principle is parent participation and shared decision making,
which requires schools to include parents in the planning and application of special
education services (Heward, 2014.) It is important that parents wishes and input are
heard and considered when determining IEP goals and other related needs (Heward,
2014). Parent participation and shared decision making is important so that parents are
aware of what is happening at the school and have plenty of opportunities to provide
input on the schools plan of action.
IDEA was established to protect students right and provide them security in a
public school system. While the law was amended five times the basis of it has not
changed. The six principles: zero reject, nondiscriminatory, free appropriate public
education, least restrictive environment, procedural safeguards, and parent
participation and shared decision-making, have done wonders in helping students with
disabilities over the years so that any change made to the law was minimal. The six
principles all play a unique role in students right to a public education.

Works Cited
Heward, W. L. Exceptional Children: An Introduction to Special Education (10th ed.).
Upper Saddle River, New Jersey: Pearson/Merrill.