We asked Allied Therapy & Consulting Services, Inc. owner and prominent physical therapist Beth Stamp to breakdown the basics of I.D.E.A., the Individuals with Disabilities Education Act, Public Law No. 108-446. I.D.E.A. is a federal law that governs how states and public agencies provide early intervention, special education and related services to children with disabilities, and it’s currently undergoing changes. Here’s what Stamp says your family needs to know about I.D.E.A. now:

What is I.D.E.A.?

This law assures that all children with disabilities receive a free, appropriate public education. The law is a ‘spending clause’ piece of legislation, meaning that it only applies to those states and local education agencies that accept federal funding under the I.D.E.A. All states, including Arkansas, have accepted funding under this statute and are subject to it.

When this law was created in 1975 under a different title, Congress understood that it was creating a law that would have increased financial impact at the state and local level. Congress agreed to pay for the excess costs of educating a child with a disability, as compared to a general education student. Over several years of study at the national level, that promise translated into 40 percent of the average expenditure for every child enrolled in special education. 

Since its creation, how has I.D.E.A. been funded?

In the 31-year history of this law, the federal contribution has fallen far short of the congressional commitment to fully fund the provisions provided under I.D.E.A. Local and state budgets have been forced to absorb the shortfalls. Currently, Congress has authorized only half of what it promised under President Bush when the law was enacted. This amounts to the federal government paying approximately 17 to 19 percent (differing statistics provided in various resources) instead of the 40 percent that was promised to states and local governments. As a result, local school districts and our state have absorbed the rising costs of special education without the support promised by Congress under I.D.E.A.

How does this affect families now?

I.D.E.A. underwent an reauthorization in the 2004. The goal of this reauthorization was to reach the federal contribution of 40 percent by 2012. The basics of the newest reauthorization are as follows:

  • Move new I.D.E.A. funding from the discretionary portion of the budget into the mandatory spending portion through Congress
  • Move toward allocating full state funding by 2012, meeting the commitment of the 2004 I.D.E.A. Reauthorization
  • Encourage state governments and local schools to intervene early in a child’s life and provide developmentally appropriate programs and service. Developmentally appropriate intervention during the early years dramatically reduces later referrals to special education and eventually reduces the costs of special education (this is provided in the state of Arkansas through the state’s participation in Early Intervention Services).

How can parents get involved?

Parents can become involved by actively participating in their child’s educational needs. Parents can also provide input to their local and state elected officials about the importance of I.D.E.A. and the need to have the federal government provide the promised assistance to each state.

This comes at a crucial time when state and local governments are reviewing their budgets for 2012. If the federal government continues to provide a shortfall of state and local funding (ultimately local schools), it will become even more difficult for local schools to provide all of the services needed for special education students.

Historical I.D.E.A. Accomplishments

  • The majority of children with disabilities are now being educated in their neighborhood schools in regular classrooms with their non-disabled peers.
  • High school graduation rates and employment rates among youth with disabilities have increased dramatically. For example, graduation rates increased by 14 percent from 1984 to 1997.
  • Today, post-school employment rates for youth served under I.D.E.A are twice those of older adults with similar disabilities who did not have the benefit of I.D.E.A.
  • Post-secondary enrollments among individuals with disabilities receiving I.D.E.A services have also sharply increased. For example, the percentage of college freshmen reporting disabilities has more than tripled since 1978.

Source: The United States Department of Education, Office of Special Education and Rehabilitative Services. 

 

More I.D.E.A. Information