Special Education in Today’s Schools | Q&A

Question 1: What are the distinguishing differences between IDEA, Section 504, and ADA?

Section 504 is the civil rights act providing Americans with disabilities with equal opportunities to obtain education compared to other Americans. The ADA expands the scope of Section 504 and broadened agencies and businesses that must comply with the non-discrimination and accessibility law. IDEA is different from both Section 504 and the ADA because it ensures that a child with disability will receive an individualized educational program. Hence, IDEA aims at opening wider opportunities to obtain education for children with disabilities.

Question 2: What are the requirements we should pay attention to in offering a FAPE?

FAPE may be offered to children with disabilities, who are eligible under IDEA and the education should be appropriate to children. The FAPE refers to the public education only. Therefore, the FAPE does not expand to the private education and students cannot count on FAPE, if they obtain private education. FAPE is available to school-age children only (Leal, 2002). In addition, FAPE should also take into consideration whether parents of children can afford education for their students or they need the government assistance in terms of FAPE.

Question 3: Identify students who must receive services under IDEA.

Children at the age 3-21 are eligible to receive services under IDEA. Children with disabilities and who require special education services because of their disability can receive services under IDEA. The disability must interfere into students’ performance to make them eligible for IDEA. The categories of disabilities are; autism, deaf/blind, deafness, hearing impaired, mental retardation, multiple disabilities, orthopedic impairment, serious emotional disturbance, specific learning disabilities, speech or language impairment, traumatic brain injury, visual impairment including blindness, and other health impairment (Leal, 2002). Therefore, only students with disabilities, whose disability prevent them from obtaining the public education, can count on IDEA services.

Question 4: What do we mean by LRE? What court cases impact our actions?

LRE is one of the key provisions of IDEA. LRE means the least restrictive environment that all students enrolled under IDEA should have to be educated with non-disabled peers, to the greatest extent appropriate. Therefore, LRE is the environment that should facilitate the integration of students with disabilities into the learning process and facilitate their learning along with their non-disabled peers.

Question 5: What do the terms FBA, BIP, IEP, IAES, and Manifestation Determination mean and what are the implications for administrators?

A violation of a code of student conduct, the school district, the parent, and relevant members of the child’s IEP team leads to the manifestation of determination that is the determination of the conduct of the child for his/her further enrollment into the IEP. IEP is the individual education program developed for students with disabilities under IDEA. FBA is the functional behavior assessment, which allows determining whether students have disabilities to be enrolled into the IEP under IDEA. BIP is the behavior intervention plan, which involves specific steps toward the integration of a child with disability into his/her school environment and learning process. IAES is the interim alternative education setting is the provisional period (45 days) during which a child with disability receive services that enable his/her education to make progress in the general curriculum or his IEP (Walsh, Kemerer, & Maniotis, 2010).

Question 6: What are four factors you should pay attention to in determining appropriate discipline for students with disabilities?

The first factor is the disability, which a student has. The second factor includes services, which a child needs. The third factor is the place, where the child can receive educational services. The fourth factor is the least restrictive environment for student’s learning (Dybwad, 1980).

Question 7: How would you help students that do not qualify for IDEA but have factors that limit their life activities? Would you develop an IEP for these students?

Students, who have factors that limit their life activities, should have their IEP but this should not be the full IEP as the one developed for students with disabilities. Instead, educators should just take into consideration specific needs of those students and create the personalized approach to teach them more effectively.

Question 8: How are the policies of NCLB and IDEA interconnected?

Both NCLB and IDEA aim at the full inclusion of students into the public education. These two programs focus on the creation of equal opportunities for all students so that every American child should have access to the public education. This is why both NCLB and IDEA are similar and interconnected because NCLB tends to eliminate social and economic barriers, while IDEA tends to eliminate disability barriers on the way of children to education.

Question 9: What was the primary concern President Ford expressed about the passing of IDEA? Do you think his concern was legitimate?

The primary concern of President Ford was the possible gap between goals of the program and the lack of financial resources to fund all the provisions that exist and may emerge in the course of the implementation of IDEA. His concern was legitimate taking into consideration that the US government had never taken active part in funding education of Americans before.

Question 10: What is the purpose of the child find requirement for IDEA?

The purpose of the child find requirement for IDEA is to enlist all children with disabilities to determine those children with disabilities, whose disabilities do interfere into their performance and learning and, thus, to enroll those students into services under IDEA.



Dybwad, G. (1980). Avoiding the misconceptions of mainstreaming, the least restrictive environment, and normalization. Exceptional Children, 47, 85-90

Leal, D. et al. (2002). Exceptional Lives: Special Education in Today’s Schools (3rd ed.) Upper Saddle River: Pearson Education, Inc

Walsh, J., Kemerer, F. and Maniotis, L. (2010). The Educator’s Guide to Texas School Law. University of Texas Press.

The terms offer and acceptance. (2016, May 17). Retrieved from

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"The terms offer and acceptance." freeessays.club, 17 May 2016.

[Accessed: May 24, 2022]

freeessays.club (2016) The terms offer and acceptance [Online].
Available at:

[Accessed: May 24, 2022]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 24, 2022]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 24, 2022]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 24, 2022]

"The terms offer and acceptance." freeessays.club, 17 May 2016

[Accessed: May 24, 2022]
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