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IDEA and InclusionThe Individuals with Disabilities Act (IDEA) has a long history. Many know it as Public Law 94-142. Before its 1975 implementation, nearly a million youngsters with disabilities were shut out of public schools and thousands more were denied appropriate services. Most children with developmental disabilities were housed in state institutions. Today these children are in public school settings. Many have been able to enroll in colleges and universities and others are working as productive citizens in their communities. However, many students with disabilities continue to face problems in school. So do the educators who work with them. IDEA's impact on education professionals has been both significant and ongoing. As the demands of parents, communities, and government continue to increase, educators face insufficient resources to meet the needs of all children. Association members across the U.S. have many concerns about IDEA issues – too little time, too little training, and too little support are the most common concerns. The reality of "inclusion," while important to children's success, has far-reaching implications. In the spring of 1999, Congress amended IDEA to address some of the professional and safety concerns of educators who work with students with disabilities. Our Association worked diligently at the national level to deal with educators' concerns – from what to do about disruptive students, alternative placements, and crimes committed by students with disabilities to IEPS, training, and paperwork. Congress made important changes in the law, but most may not go far enough. We advocate that school districts cooperate to address issues not covered by the 1999 amendments. For more information on IDEA and inclusion issues, check out these web sites: |