Understanding the Education of Handicapped Act: A Guide for Parents and Educators
The Education for All Handicapped Children Act (EAHCA) was enacted in 1975 to provide guarantees for children with disabilities in accessing a free and appropriate education. In 1990, it was renamed to Individuals with Disabilities Education Act (IDEA) to emphasize its focus on the individual needs of children with disabilities. This law has empowered parents, educators, and guardians to ensure that every child has access to quality education regardless of their disabilities. This article will guide parents and educators on the Education of Handicapped Act and its provisions.
Identification and Evaluation
The first step in providing quality education to a child with a disability is identifying their specific needs. The law recognizes thirteen categories of disabilities, including autism, deafness, blindness, and emotional disturbance, among others. Once a child has been identified and diagnosed by a qualified professional, an evaluation is conducted to determine the child’s specific needs and abilities. This step ensures that children are provided with an education plan that meets their unique needs.
Individualized Education Plan (IEP)
The Individualized Education Plan (IEP) is a written document that outlines the child’s needs, goals, and objectives. This plan is developed by the child’s team, which includes parents or guardians, educators, and other professionals involved in the child’s education. The IEP should be reviewed and updated annually to ensure that the child’s needs continue to be met.
Free and Appropriate Public Education (FAPE)
The Education of Handicapped Act guarantees that children with disabilities are provided with a Free and Appropriate Public Education (FAPE). This means that children with disabilities must be provided with an education program that meets their individual needs, at no cost to the parents or guardians. The education provided must also be comparable to that given to children without disabilities.
Least Restrictive Environment (LRE)
The Education of Handicapped Act emphasizes the importance of providing children with disabilities with the least restrictive environment (LRE). This means that children with disabilities should be educated with non-disabled peers, to the greatest extent appropriate. Special education and related services should only be provided in separate classes or schools when necessary for the education of the child with disabilities.
Parent and Guardian Involvement
Parents and guardians play a crucial role in the education process of children with disabilities. The Education of Handicapped Act requires that parents and guardians be involved in the development of the child’s IEP and that they are informed of all decisions regarding their child’s education. Additionally, parents and guardians have the right to participate in any meetings or conferences related to their child’s education.
Conclusion
In summary, the Education of Handicapped Act guarantees that children with disabilities have access to a free and appropriate public education that meets their unique needs. Through the identification and evaluation process, children can receive an education plan tailored to their needs. The IEP is a written document that outlines the child’s goals and objectives, which should be reviewed and updated annually. Special education and related services should be provided in the least restrictive environment, and parents and guardians should be involved in the education process. By understanding the Education of Handicapped Act, parents and educators can work together to ensure that children with disabilities are provided with the education they need to reach their full potential.
(Note: Do you have knowledge or insights to share? Unlock new opportunities and expand your reach by joining our authors team. Click Registration to join us and share your expertise with our readers.)
Speech tips:
Please note that any statements involving politics will not be approved.