Individuals with Disabilities Education Act: 40 Years Later

Main ideas, concepts, and lessons

• Starting point before IDEA (1975):

  • Many students with disabilities were not attending school.
  • A significant number were institutionalized.
  • Others were at home, receiving little or no services, or were in school without the individualized education programs they needed.

• Discrimination under the old system:

  • Before the law, students with disabilities were discriminated against and often did not receive public education.

• What IDEA changed:

  • IDEA (Individuals with Disabilities Education Act) created rights and protections for students with disabilities and their families.
  • It established a right to education for all children with disabilities.
  • It applies to multiple disability categories, including:
    • Intellectual disabilities
    • Learning disabilities
    • Sensory disabilities
    • Other health and orthopedic disabilities

• Learning/achievement outcomes:

  • For the first ~25 years, there was very limited achievement data about students with disabilities.
  • About the last ~15 years, more achievement data became available.
  • Reported outcomes show performance in reading and math hovering around ~10% proficient, with results flat over time (no significant improvement trend).
  • NAEP (National Assessment of Educational Progress) is described as an important tool for national reporting, and improvements include:
    • Developing a full array of accommodations for students with disabilities
    • Achieving high participation rates for students with disabilities

• Instructional delivery and training gaps:

  • Most students with disabilities receive much of their education in general education classrooms.
  • General education teachers often report that their training has not equipped them with enough skills to manage high classroom diversity.

• Current responses (technical assistance and preparation):

  • National Center for Intensive Intervention: focuses on equipping schools and teachers with skills to improve outcomes.
  • Cedar Project: focuses on improving pre-service preparation for:
    • Special education personnel
    • General education personnel
    • Leadership personnel—especially principals

• Future direction and investment in implementation:

  • Research has produced insights that are not yet implemented widely.
  • The discussion emphasizes the need for investments and technical assistance.
  • Example of progress from technology support:
    • Increased availability of technology (e.g., text-to-speech) can help students who are blind—including those who are not Braille literate—by enabling books to be read to them.

• Big-picture progress since IDEA:

  • When the law was passed, approximately 600,000–700,000 children with disabilities were in institutions, and many likely would have remained there long-term.
  • Over the past 40 years, there has been increased focus on the right to education for students with disabilities.

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Methodologies / programs / initiatives mentioned (detailed bullet list)

• NAEP (National Assessment of Educational Progress)

  • Used to report national performance for students with disabilities.
  • Work in the mid-1990s helped:
    • Expand accommodations for students with disabilities
    • Increase/ensure high participation rates

• National Center for Intensive Intervention (technical assistance center)

  • Goal: equip schools and teachers with skills to improve outcomes for students with disabilities.

• Cedar Project

  • Goal: improve pre-service training for:
    • Special education personnel
    • General education personnel
    • Leadership personnel (especially principals)
  • Purpose: ensure adequate preparation to meet students’ needs.

• Technology-support example (research-to-practice via investment)

  • Example: widespread computer capabilities like text-to-speech
  • Intended benefit: support learning access for students who are blind, including non–Braille readers

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Speakers or sources featured

• NAEP (National Assessment of Educational Progress) — described as a key reporting vehicle
• National Center for Intensive Intervention — named technical assistance center
• Cedar Project — named education personnel preparation initiative