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What Is IDEA? A Guide for Educators and Parents

More than just an acronym!

• IDEA, the Individuals With Disabilities Education Act, is a federal law, originally passed in 1975, that makes Free Appropriate Public Education (FAPE) available to children with disabilities and ensures that eligible children receive special education and related services. But with this broad definition, many educators and parents still wonder, “What is IDEA?”

What is IDEA?

In short, IDEA is the federal law ensuring that schools serve students with disabilities. Under IDEA, schools are required to provide special education services to students through their Individual Education Plans (IEPs). Additionally, IDEA requires schools to guarantee each student a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

The law states: “Disability is a natural part of the human experience and in no way diminishes the rights of individuals to participate in or contribute to society.” Providing education, according to IDEA, and improving the results for kids with disabilities is part of equal opportunity and full participation in society for people with disabilities.

IDEA was reauthorized in 2004 and amended through the Every Student Succeeds Act (ESSA) in 2015 (Public Law 114-95).

How is disability defined in IDEA?

Disability, according to IDEA, means that a child has one of 13 qualifying disabilities and that it impacts their ability to progress in school, and requires specialized instruction or services in school. The 13 disability categories that kids can be eligible under are:

• Speech/language impairment
• Specific learning disability
• Orthopedic impairment
• Other health impairment
• Multiple disabilities
• Intellectual disability
• Visual impairment
• Emotional disability
• Deaf-blindness (both)
• Traumatic brain injury
• Developmental delay

Not all children with disabilities are eligible for special education services. After a child is referred and evaluated, if they have a disability and, because of their disability, need special education supports to benefit from general education and make progress, then they are eligible for special education services.

Source: Allison Marie Lawrence via Slideshare 

How many students are served under IDEA?

In 2020-2021, more than 7.5 million children received services under IDEA. That includes infants through young adults.

What are the parts of IDEA?

IDEA consists of four major parts (A, B, C, and. D).

• Part A is the general provisions.
• Part B addresses school-age children (ages 3-21).
• Part C covers early intervention (birth through age 2).
• Part D addresses discretionary grants and funding.

Part B of IDEA: Services for School-Aged Children / Center for Parent Information & Resources

IDEA Statute and Regulations / U.S. Department of Education

What Is an IEP?

What are the requirements for IDEA?

All states must, at a minimum, provide all the requirements laid out in IDEA. Some states have more regulations than others, so in addition to knowing the federal guidelines, you’ll want to research your state’s policies as well. Therefore, here are some key requirements.

Parent Involvement

Parents participate in the discussions of a child’s referral for special education along with the team that develops the IEP. Parents also participate in the annual review of their child’s IEP and in any re-evaluations.

IEP Essentials

Each IEP must have/explain:

• Information about how the student is currently performing in school.
• How the student can achieve educational goals in the coming year.
• How the student will participate in the general education curriculum. 

Parental Safeguards

IDEA also provides safeguards for parents along the way, in case they disagree with a decision a school makes or want to request an independent evaluation.

Every state has a parent training and information center that helps parents understand their rights and the process.

Finding Out if Your Child Is Eligible for Special Education / Understood.org

Learn the Law: IDEA / National Center for Learning Disabilities

What are the other federal disability laws?

Section 504.

Section 504 of the Rehabilitation Act of 1973 provides that qualified individuals with a disability will not be excused from any public organization, including schools. It defines disability as “a mental or physical impairment that substantially limits one or more major life activities.” Therefore, students who have a disability that impacts them in school but does not impact their performance can have a 504 plan that provides accommodations in the school setting.

What Is a 504 Plan?

Parent Special Education Information / Pacer Center

Americans With Disabilities Act

The Americans With Disabilities Act is the broader disability law. It prohibits discrimination based on disability, which applies to schools. Specifically, the ADA requires schools to make educational opportunities, extracurricular activities, and facilities accessible to all students.

Professional Development Reading

(Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves!)

Special Education: Plain and Simple by Patricia Johnson Howey

Wrightslaw: All About IEPs by Peter Wright, Pamela Darr Wright, and Sandra Webb O’Connor

Wrightslaw: From Emotions to Advocacy by Peter Wright and Pamela Darr Wright

Picture Books for the Classroom

Books About Disability To Use in the Classroom

Still have questions about IDEA and how to understand it for the students you teach? Join the WeAreTeachers HELPLINE group on Facebook to exchange ideas and ask for advice.

Plus, want to learn more about ieps check out our article for an iep overview for teachers and parents ..

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What Is an IEP? Helpful Resources for Parents and Educators

This legal document is the cornerstone of a child's special education program. Continue Reading

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Individuals With Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) is the federal law that outlines rights and regulations for students with disabilities in the United States who require special education . As a parent, it's important that you understand the IDEA and how you can use it to work with your child's school.

Understanding the IDEA

Under the IDEA, all children with disabilities are entitled to a Free Appropriate Public Education (FAPE) in the Least-Restrictive Environment (LRE). Some students are also entitled to  Early Intervention (EI)  and an Extended School Year (ESY).

The law specifies how schools must provide or can deny services. It also informs parents about their rights and how you might be able to work with the school district in the interest of your child. If your child fits into one of the thirteen disability categories laid out by the policy, it's important that you familiarize yourself with IDEA.

If the language in the legislation contains too much jargon, you can ask a special education advocate or someone else familiar with special education law to help you understand it.

Teachers in the special education program at your child's school may also be good sources to ask about IDEA.

The U.S. Department of Education sums up IDEA in simple terms on its website. It notes that the law specifies how "states and public agencies provide early intervention, special education, and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities."

IDEA also allows parents of children age 2 and under to obtain early intervention services. Meanwhile, parents of older children — those between the ages of 3 and 21 — receive special education and related services under the law.

Why IDEA Matters

IDEA is important because it allows students with disabilities to get the education they need to thrive.

In the case of small children, IDEA allows parents and guardians to access the services necessary to prevent learning disabilities and other conditions from completely derailing a child's academic career. Thanks to early intervention programs, parents of autistic children can receive services to help their kids with communication and other interpersonal skills from an early age.

Once children are in school, IDEA mandates that teachers and school officials take their specific needs into account. Children with disabilities that impact learning can't simply be ignored or overlooked in public schools because federal law mandates that schools must take action to serve them.

IDEA also gives parents tools to fight back if they believe a school or a school district is neglecting their child's needs.

Why IDEA Isn't Perfect

While IDEA sets out to prevent disabled children from being discriminated against, it is not a perfect law. It is not uncommon for parents of children with various disabilities to voice complaints. In some cases, they note that schools cut costs or take other adverse measures that negatively affect their child's access to a free and appropriate education.

If you think that your school is in violation of IDEA, contact your special education advocate, a lawyer, or the U.S. Department of Education. You can also join organizations made up of parents to find the support needed to navigate your school district's special education program. 

U.S. Department of Education. Individuals with disabilities education act. About IDEA .

By Terri Mauro Terri Mauro is the author of "50 Ways to Support Your Child's Special Education" and contributor to the Parenting Roundabout podcast.

Know your special education rights – What is IDEA?

Do you know your rights under IDEA? It’s the law that requires schools to provide special education services to students with disabilities.

What rights do students have under the IDEA special education law?

All students have the right to a free, appropriate public education that meets their unique needs. 

For students with qualifying disabilities, a law called IDEA requires schools to provide Special Education services that are designed specifically for the student.

The school district has to follow rules and regulations that protect students and families. These rules make sure that your child is getting what the law says they can get. The rules also make sure that you have a fair process in setting up the Special Education services.

What is IDEA and why is it important?   

IDEA is the Individuals with Disabilities Education Act.

This is the federal law that supports Special Education in every state. IDEA requires all public schools to provide services to students with disabilities to meet their unique educational needs.

IDEA guarantees these rights to all children who qualify because of a disability:

• The right to a “ Free and Appropriate Public Education” (FAPE)
• A comprehensive evaluation paid for by the school
• Services to support their learning needs from age 3-21
• An education in the “ Least Restrictive Environment ” (LRE) . This means the school must provide the support to enable a student to learn in a regular classroom with typical peers, as much as possible. 

The school district is also required by law to do these things for parents and guardians:

• Give you information in your preferred language and provide a professional interpreter for meetings 
• Send you written notice of upcoming IEP meetings (IEP = Individualized Education Program ) 
• Send you progress reports as often as the school sends reports to parents of students without disabilities
• Stick to a specific timeline when you go through the process 
• Plan all meetings at a time and place that works for you
• Share your child’s school records and evaluation results if you ask for them 

The requirements of IDEA apply to public schools in every U.S. state. Some states may pass additional laws that are stricter. For example, IDEA requires formal planning for the transition out of school to adult life at age 16, but Massachusetts requires this to start at age 14.

What rights do parents and children have under IDEA?

IDEA guarantees FAPE: a Free and Appropriate Public Education . This just means a free (public) education that meets each child’s unique needs. Students with disabilities may need specialized teaching and other services (Special Education) to make sure their education is appropriate for them. 

If the school fails to provide this, it’s called a “violation of FAPE” , and you have a legal right to claim this violation. 

What does “Appropriate” mean?

An “appropriate education” means that students should get the support they need to make effective academic progress, and meet the goals that they, their families, and the IEP team have set for them. It may be very different for different students.

If you think your child is not getting an education that meets their unique needs, then you could argue that it is not appropriate.

What about the “Free” part?

The IDEA law applies to any school that receives federal money and is free for families. This means all public schools (including most, if not all, charter schools). If you choose to send your child to a faith-based or private school that gets no federal funding, the school is not required to provide Special Education services. In this case, the school may still work with you to provide services, but it’s not required; you lose your right to IDEA protections. You do, however, still have the right to a Special Education evaluation, paid for by your local school district.

What is an LRE: Least Restrictive Environment?

The IDEA law requires that students with disabilities must be taught with their non-disabled peers as much as possible.  

The least restrictive environment overall is a typical classroom for the whole day . For most children on an IEP,  the LRE is the closest they can get to that and still make progress.

If extra support and services will allow your child to make progress in the regular classroom, then that’s what the school must offer. Only if that’s not possible will your child go to a more restrictive setting like a special needs classroom. 

The most restrictive environment is a school for children with specific disabilities.

What’s the timeline for the Special Education process?

The school district is required by the IDEA to stick to a timeline for the Special Education process. You have a right to make sure they follow it.

• Once the school gets your request or referral for an evaluation, they have 5 school days to contact you. At this time they must give you a consent form for the evaluation and a copy of the Procedural Safeguards , which describe the process and your rights. 
• Once you give them the signed consent form, they have 30 school days to complete the evaluation and 45 school days to give you the results.
• The school is supposed to start providing services right away after the IEP is signed.

Learn more about Special Education rights:

We described here the main Special Education rights that IDEA ensures, but there are more. Also, some states may have additional regulations. (Check your own state’s Department of Education website to learn more). These resources can give more detail and support:

• Procedural Safeguards :

When you start this process, your school should give you a manual that describes the rules, requirements, timelines, and how to resolve disputes. It is usually called Procedural Safeguards but may have a different name in your state. You should be able to find your state’s version on the state Department of Education website.

• Parent’s Special Education Guide:

Most states have their own version. It should describe in detail your rights, the rules and regulations from both IDEA and the state, the evaluation process, the IEP process, and more. Check your state’s Department of Education website to search for this. 

• Your State’s Parent Training and Information Center (PTIC) : 

PTIC’s are federally funded and exist in every state. Their purpose is to support families of kids with disabilities and help you advocate for your child’s needs. They offer training, support groups, resources, and individual help.

• Read more about IDEA on the U.S. Department of Education site .
• Your state’s Department of Education website. Search for Special Education.

Learn more:

• Know your Special Education rights (webinar)
• How to advocate for your child with a disability…and get results (blog)
• Learn more about solving disagreements with the school
• Special Education Rights Video Series , by Mass Advocates for Children. (They are created for Massachusetts families, but are applicable to other states, since they describe national IDEA rights.)

Check out our page: Special Education Hub

Where you will find links to more articles on this topic.

Interested in our other resources for families?

Check out our landing page for families to see more of the topics we cover and learn more about Exceptional Lives.

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Individuals with Disabilities Education Act (IDEA)

Education has always been a crucial aspect of the Civil Rights Movement. Before being outlawed by the US Supreme Court in 1954, racial segregation in schools was the norm. During that time, many states also had laws barring children with various types of disabilities, including children who were blind, deaf, or perceived to be intellectually disabled or with a mental health disability, from attending public schools or attaining public education. However, this changed with the enactment of the Education for All Handicapped Children Act (EHA) in 1975, which was later changed to the Individuals with Disabilities Education Act (IDEA).

Prior to the enactment of EHA, more than 4 million children with disabilities in the US had no access to public schools. To put this in perspective, only 1 in 5 children with disabilities had access to public schools. Most of these children received either limited or no educational or rehabilitation services from the government. Worst still, 3.5 million children were able to attend public schools, but were segregated from other children and received close to no effective instruction!

With the enactment of EHA, and later IDEA, more than 6 million children with disabilities receive special education and related services within public schools.

What is IDEA and when did it start?

IDEA is a US federal statute that governs the education of students with disabilities and related services. It was put in place to ensure that public schools serve the educational needs of students with disabilities by providing them with special education services. This law has very specific requirements, the main focus of which is to guarantee a free appropriate public education (FAPE) to these students. The law also ensures that the unique needs of students with disabilities are met as they are prepared for higher education, employment, and of course independent living.

IDEA requires public schools to provide a notice to parents of students with disabilities, containing a complete description of procedural safeguards, as provided within IDEA, and the US Department of Education, or any other regulation governing the education of students with disabilities. This statute also requires all states to issue regulations and guidelines to govern the administration of the federal law within their jurisdictions.

Since 1975, EHA has undergone various amendments (1983 and 1990), and in 1997 its name was changed to the Individuals with Disabilities Education Act (IDEA). When first enacted into law, EHA lessened the financial burden brought on public schools by the Rehabilitation Act of 1973. It required all public schools within the US to evaluate children with disabilities, and provide a proper educational plan for the children, with the input of their parents. From the beginning, the intention of IDEA was to give children with disabilities the educational experience that would put them on par with non-disabled students. For example, this law requires children with disabilities to be placed in the least restrictive environment (LRE), so as to foster their interaction with non-disabled students.

The 1997 law also supported the transition of children with disabilities from high school to adult living. As a result, IDEA now includes Individualized Education Programs (IEP), which includes transition plans for these children into adulthood, by identifying suitable employment and post-school living. In other words, it places more focus on the individual, not on the condition of the individual.

The most recent revision to IDEA came in 2004, where in addition to a number of improvements on EHA, the focus was to ensure that IDEA kept pace with technological advancements. For example, it was changed to conform to the updated Assistive Technology Act, which was passed just a few months before the revision of IDEA. IDEA now promotes research and technology development, offers more details on transition from childhood to adulthood, and advocates for children to be educated in their neighborhood schools, and not in separate classrooms.

What are the 4 Parts of IDEA?

As noted, the latest reauthorization of IDEA contains a number of changes that promote the development and use of assistive technologies. It underlines the importance of integrating technology into the classroom, so as to enhance the educational curriculum for students with disabilities. Just like the original EHA, IDEA is divided into four parts.

Part A lays out the basic foundation for the rest of the act, and is largely administrative. Part B entails educational procedures for individuals with disabilities, aged 3 through 21. Part C deals with infants and toddlers with disabilities, and provides guidelines for early intervention. Part D entails national activities, such as grants from the federal government and other government institutions, as well as from non-governmental organizations (NGO), for-profit companies, and other entities that are concerned with improving education for individuals with disabilities.

Part A (General Provisions)

Concerned with general provisions and administrative issues, Part A revolves around congressional findings relevant to the act, and the definition of these issues. These definitions and findings are of great importance in the sense that they offer guidelines for the interpretation and use of IDEA. Some of the most important definitions include: child with a disability, free appropriate public education, specific learning disability, local educational agency, individualized education program, special education, agency related services, transition services, supplementary aids and services, and extra costs.

The most fundamental component of Part A revolves around new findings, which support the development and deployment of technology in the classroom. It includes the development and use of assistive technology devices and services with the aim of maximizing educational access for individuals with disabilities. In order for IDEA to conform to the provisions of the Assistive Technology Act to enhance educational access for individuals with disabilities, a list of related services is incorporated into the law so that there is uniformity. For example, Part A stresses the significance of designing and delivering products and services that can be used and accessed by a variety of people, and still directly offer a wide range of functional capabilities even without the use of assistive technologies. These products and services should be flexible enough to be accessed, operated, and used with assistive technologies.

The provisions of Part A also stress the importance of expanding and enhancing ways in which special education teachers can ensure that requirements established by the No Child Left Behind Act (2001) are fully observed. This includes the revision of the definition of specific learning disability to a “disorder in one or more of the basic psychological processes required in understanding how to use language, spoken or written.” These definitions generally exclude earlier definitions of disorders, given that this statute is more concerned with individuals and not their disorders. In essence, Part A is in place to ensure that this law has positive effects on the education of individuals with disabilities, and on making education as accessible to them as to non-disabled children.

Part B (Special Education Services)

Part B revolves around funding that the federal government offers to states for special education of children with disabilities. As a condition for this type of funding, states must provide FAPE to children with disabilities, starting at age 3 and until they turn 22. All school districts must locate, identify, and evaluate all children with disabilities, and determine those eligible for special education and related services. Each eligible student must receive an Individualized Education Program (IEP), developed by an IEP team, so that specific special education is provided to meet the needs of each student. This part of IDEA also offers guidelines for procedural safeguards, to protect the rights of children with disabilities, as well as those of their parents. It also provides grants to states for preschool programs for children with disabilities aged 3 to 5.

In addition to setting standards of qualifications to be observed by personnel offering various special education services, Part B is integral in harmonizing IDEA with the No Child Left Behind Act. For this reason, this part of the law clearly states that children with disabilities must undergo statewide assessments to determine eligibility for special education. Basically, Part B stipulates that Local Education Agencies (LEAs) must put funds provided under IDEA to use, even if only a single child will benefit from the allocation of those funds.

Part B also establishes the National Instructional Materials Accessibility Standards (NIMAS). This is a standardized or uniform file format that is used to provide instructional materials in digitized formats. Each state must adopt and implement NIMAS to ensure that all public schools provide instructional materials to students with print disabilities, such as students who are blind. Each state also has the option of partnering with the National Instructional Materials Access Center (NIMAC). In short, states should coordinate with NIMAC to ensure that instructional materials used in schools, or purchased directly from publishers, are produced in NIMAS-required formats.

Last but not least, Part B of IDEA offers guidelines on how disputes, between schools and children with disabilities and their parents, can be solved. For instance, the law stipulates that students who violate school codes must remain under temporary placement awaiting an appeal hearing, which must occur within 20 days. To avoid disputes, it is generally advised that schools and parents of children with disabilities should give mediation a chance whenever a dispute arises. In fact, if a parent proceeds with his or her complaint, the law stipulates that the school may have the right to recover attorney’s fees if the complaints are deemed unfounded.

This part of the law is quite important in the sense that it provides funds to support the development and use of assistive technology in enhancing learning and maximizing accessibility for students with disabilities.

Part C (Early Intervention Services)

This part of IDEA recognizes the need and importance of identifying and reaching infants and toddlers with disabilities. It entitles families to suitable, timely, and multi-disciplinary intervention services. Families should receive an Individualized Family Service Plan (IFSP), which lays out priorities, resources, and concerns of the family.

Part D (National Activities to Improve Education of Children with Disabilities)

Part D of IDEA governs competitive grants aimed at enhancing the education of children with disabilities on a national level. This part of the law includes state personnel development, support to improve results for children, as well as model demonstration projects, technical assistance, and dissemination of information.

In terms of competitive grants, State Educational Agencies (SEAs) are offered competitive grants to help improve their systems, prepare their special education personnel, and improve education for children with disabilities in general. Other education entities such as LEAs and Institutions of Higher Education (IHEs) are also offered competitive grants to improve their systems. Lastly, competitive grants are offered to NGOs to develop information centers, and educate parents of children with disabilities on various issues, including the importance of early intervention and special education.

IDEA offers various competitive grants that can be used to integrate universally designed technologies and improve technological resources in the lives of children with disabilities. This part of the law requires the Department of Education to develop a comprehensive research plan to improve the use of technology by children with disabilities, both at school and at home.

IDEA revolves around six foundational principles

Principle 1 – free appropriate public education (fape).

IDEA stipulates that every child with a disability is entitled to special education and related services as part of FAPE. This is designed to ensure that each child’s special and unique needs are met as he or she is prepared for further education, employment, and independent living as an adult. For this reason, all public schools are required to prepare individualized IEPs to offer students with disabilities meaningful educational benefit, including improving student expectation, offering suitable progress, as well as appropriate transition from early education, to further education, and independent living as an adult. The law clearly states that it is the responsibility of public and local school boards to ensure that FAPE is accessible to every student with a disability. Some of the provisions of FAPE include:

• The provision of special educational services using public funds and under public supervision.
• Special education and related services provided for students with disabilities should be up to the standards set by the State Department of Education.
• Parents of children with disabilities should not incur any cost related to the provision of special education and related services to their children, except for the normal costs charged for all students.
• Special education and related services should be designed specifically to meet the unique needs of each eligible student.
• Special education and related services must be provided to eligible students even if they are suspended or expelled from school.
• Special education and related services must be provided to eligible children from preschool through high school, as long as the students are between 3 and 21 years of age.
• Special education and related services should be provided to eligible students in accordance with the formulated IEP.
• There is only one education curriculum for all students, whether disabled or non-disabled, and therefore IEPs should be designed to meet the criteria of one curriculum for ALL students.

Principle 2 – Appropriate Evaluation

This principle stipulates that all public schools must conduct appropriate evaluation of students suspected of having any disability. An appropriate evaluation must be carried out with a team of professionally trained evaluators, who must use suitable evaluation materials, and follow appropriate procedures when administering evaluation, which must be carried out impartially and without discrimination.

This principle also specifies that children must not be subjected to unnecessary or inappropriate assessment. Each evaluation or testing must therefore be focused on the child’s education and well-being, now and in the future. At the end of the evaluation, recommendations must be made as to whether or not the child needs special education and if so, how it should be implemented. The following provisions must be provided under appropriate evaluation:

• Parents must offer their informed consent on any evaluation to be carried out on their child(ren).
• Evaluators must use appropriate tools and strategies to attain developmental, functional, and academic information on the child(ren).
• The child must be evaluated in all areas suspected of disability.
• The instruments used in evaluating the student must be technically sound, in the language of the child, and non-discriminatory.
• Evaluation must be carried out within 60 days of the parent giving consent.
• A new or updated evaluation can be carried out at the request of the parent, or if there are concerns that one is needed.
• A comprehensive re-evaluation must be carried out every three years, unless both the parents and educators are in agreement that it is unnecessary.
• Parents have the right to seek independent evaluation at any time, at their own expense.

Principle 3 – Individualized Education Program (IEP)

IEP was incorporated in IDEA to ensure that every child with disability can fully and easily access FAPE. This is accomplished with an IEP, written by an approved IEP team, that draws upon the appropriate evaluation of the child so as to meet the child’s unique educational needs. This requires the IEP to include information on the child’s current educational level or performance, benchmarking objectives, annual goals, and services and supplementary aids that the child should receive. It should also offer comprehensive explanations of why a child might not be participating in the general classroom.

An IEP will set the course for the student’s special education, progress, and transition from one stage to another. The IEP also takes into consideration the strengths of each child, the concerns of the parents and the child, as well as specific academic, developmental, and functional needs of the child. The Principle of IEP stipulates:

• Both the parent and child must be fully and meaningfully involved in the development of the IEP, and any further revision that may be required from time to time.
• The IEP must be designed in such a way that meaningful progress in educational, developmental, and functional achievement is offered to the student.
• The IEP must be structured with measurable goals and objectives.

Principle 4 – Least Restrictive Environment (LRE)

IDEA emphasizes the need to place children with disabilities in a general education setting, or in the same environment as their non-disabled counterparts. LRE is in place to ensure that placement in the general education setting is guaranteed. As such, this principle gives room for various factors such as classroom modifications, alternative instructional techniques, and supplemental aids and services. The IEP team is tasked with determining whether a student can be suitably educated in the general education setting. The team must also determine the kind of LRE that each student requires outside the general classroom. The principle of LRE stipulates that:

• A student can only be placed in a setting outside the general class setting if justified by the student’s individual disability-related needs.
• Supplementary aids and services must be provided to students with disabilities in the general education setting.
• Students with disabilities must interact and have full access to non-disabled students of the same age group.
• Students with disabilities must be included in art, music, school trips, physical education, and any other extracurricular activity as provided by the school.
• There must be placement options to meet the unique need of students who may require further specialized treatment, for example residential placement.
• Funds must never be a reason for more restrictive placement of any student.

Principle 5 – Parents’ Full Participation in Decision-making

IDEA calls for the need of parents’ full participation in decision-making regarding their child’s special education from appropriate evaluation to IEP and LRE decisions. This principle stipulates that educational agencies, whether at the state or local level, as well as local school boards, must ensure that the parents of a child with a disability fully partake in any project or group that makes decisions pertaining the child’s special educational needs.

This principle gives the parents the right: to equal and full participation in these processes, to be notified of planned evaluation, to access planning and evaluation materials, and to participate in all meetings related to their child’s special education program. It also gives the parents the right to turn down further evaluation of their child, and the right to seek independent evaluation. In short, this principle deems the parents as equal participants and decision-makers in any process regarding their child. Therefore, the parent must be involved in:

• Developing, reviewing, and revising the IEP.
• Making educational placement decisions.
• Transitioning plans and services offered to the child from the age of 14.
• Determining the type of data that can be collected during evaluation.
• Reviewing any data collected from the evaluation.
• Ensuring that evaluation is carried out appropriately and in a non-discriminatory manner.

Principle 6 – Procedural Safeguards

IDEA recognizes the importance of procedural safeguards and put these in place to aid parents and students in enforcing their rights as provided within this federal statute. Generally, procedural safeguards protect the rights of parents to access any information regarding placement and transition plans for their child(ren). These safeguards give parents the rights to review all educational records relating to their child and receive timely notices to meetings on their child’s identification, evaluation, and placement. It also provides procedures in the event that a dispute or disagreement occurs between the parents and the school concerning any part of the student’s special education, such as evaluation, IEP, and placement. These safeguards also give parents the right to seek Independent Educational Evaluation (IEE) if they deem it necessary.

In the event that a disagreement arises between the parents and the school, procedural safeguards give parents the right to request mediation or hearings at the state level or even beyond, and may appeal the decision of the state or federal courts at the Supreme Court. In summary, these procedural safeguards provide that:

• Parents have the right to receive notice of any issue or information about special education.
• Parents must be given a written notice of IEP, or any other meeting relating to their child.
• Parents are entitled to access their child’s educational records, obtain copies of the same, and give their opinions regarding their child’s evaluation, IEP, or placement.
• Parents must be given a timely notice in the event that the school is planning to change the educational programming or placement of their child.
• In the event of a dispute, parents are given a mediation process in various platforms, including a resolution facilitator process, a mediation conference, a formal written complaint, or a due hearing process.

What are the 13 Categories of IDEA?

IDEA lists 13 categories under which a student with a disability can be considered eligible for special education and related services as long as they are between the ages of 3 and 21. The categories are:

• Deaf-blindness – These are children with both hearing and visual impairments. Their communication and other needs are extreme, in that they cannot be met using standard programs for the deaf or blind.
• Autism – Even though it may cover various symptoms and skills, it largely affects social and communication skills of the child and can also affect behavior.
• Emotional disturbance – Can include various disorders such as anxiety disorder, bipolar disorder, schizophrenia, depression, and obsessive compulsive disorder.
• Deafness – Severe hearing impairment to the point that they cannot process language through hearing.
• Intellectual disability – Below-average intellectual ability that may include poor communication, reading, social, and self-care skills. For example, Down syndrome.
• Hearing impairments – Any hearing loss that is not covered in deafness, such as loss of hearing that can fluctuate at given times.
• Blindness or visual impairment – Refers to vision problems that can range from partial to full blindness. A child will be ineligible if eyewear can correct the vision problem.
• Orthopedic impairment – Refers to any type of impairment on a child’s body.
• Multiple disabilities – Refers to a child having more than one disability, as stipulated in IDEA.
• Specific learning disability – This is an umbrella term that covers various learning issues, and can affect the child’s writing, learning, speaking, or listening abilities. These include: dysgraphia, dyslexia, auditory processing disorder, dyscalculia, nonverbal learning disability, and many others.
• Traumatic brain injury – Refers to any type of brain injury sustained through an accident or a physical force.
• Speech or language impairment – Refers to a number of communication problems, such as impaired articulation, stuttering, and voice or language impairment.
• Other health impairment – Refers to any condition that largely limits a child’s alertness, energy, and strength.

Who is covered under IDEA?

According to IDEA, a child with any of the 13 IDEA categories of a disability is eligible for special education and related services.

How is IDEA Funded?

When IDEA was passed into law in 2004, Congress stipulated that the federal government would cover 40% of the extra costs of special education for children with disabilities. However, this promise has never been fully realized, with funding from the federal government fluctuating from year to year. For instance, the federal government covered 14.6% of special education extra costs in 2017, and 19% in 2018. States are expected to cover the remaining percentage, as parents are cushioned by law from funding any form of special education program.

IDEA is a crucially important federal law that enables individuals with disabilities to access education that they need to thrive now and later in life as adults. Given that special education is a complicated issue, this statute offers guidelines for educators and parents on how to implement special education for students with disabilities. It is a law that gives children and their parents, rights to various issues within special education. This law also supports the development and use of assistive technologies in education.

Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) was enacted in 1997 and ensures that all children with disabilities are guaranteed an appropriate public education to meet their needs. The IDEA also guarantees that such education is free and prepares them for further education, employment and living independently. The IDEA was adopted as a response to the lack of appropriate education structures meeting the needs of disabled children and the denial of access to public education. Before the IDEA, disabled children were oftentimes placed in segregated classrooms, without any specific measure to respond to their special needs.

The IDEA establishes a structure, the Office of Special Education Programs , that administers and carries out the terms of the Act . The IDEA states that all disabled children are entitled to a free and appropriate public education (FAPE ) along with an evaluation of their disability in order to provide them with the best support possible. In that sense, the IDEA establishes the creation of an Individualized Education Plan (IEP ), a program laying out a series of specific actions to respond to the child’s needs. Finally, the IDEA sets up a broad set of guidelines regarding national activities to be taken to improve the education of children with disabilities.

[Last updated in March of 2022 by the Wex Definitions Team ]

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What Is An “Appropriate” Education?

At a glance.

But what exactly is an “appropriate” education? There is no simple answer, but the guidelines below will help you navigate this often confusing terrain.

Defining “Appropriateness”  

Many parents are unaware of the working definition of appropriateness, and are surprised by what seems like “low-balling” by their school district when it comes to services offered to their child with LD.

The most famous and lasting definition of FAPE illustrates why districts and parents often begin the IEP process so far apart. Based on a 1982 court case, the definition states that school districts must provide an educational plan that is “reasonably calculated to enable the child to receive some educational benefits,” including individually designed specialized instruction and related services. This interpretation of the law holds that “appropriate” education does not mean the “best possible” education or the education that “maximizes the child’s educational potential.”

To many parents, these definitions are counter-intuitive: how can an “appropriate” education not seek to maximize a child’s inherent potential?

Isn’t the goal of education to maximize every student’s potential?

Progress Toward Grade-Level Achievement

In recent years, courts have adopted more demanding definitions of “appropriateness.” These courts have held that the term entails “access to the general curriculum to meet the challenging expectations established for all children.” This has been interpreted to mean that children are entitled to the educational services that best approximate grade-level standards for educational achievement. In other words, while the law does not require services that necessarily maximize a student’s potential, it does require services, accommodations, and modifications that give the student the greatest chance of progressing towards grade-level performance based on state and local standards.

Realizing the Benefits of Instruction

Building on this understanding, courts have held that the support services, modifications, and accommodations a child receives must be sufficient for the child to benefit from the instruction they are receiving. The school district must provide all supplemental services necessary for the student to progress towards grade-level, wherever the expectation of grade-level achievement is reasonable.

The “benefiting from instruction” requirement can be useful for parents, because a district may be providing instruction that seems to meet FAPE requirements, but is not offering the student the requisite services, accommodations, or modifications that would allow the student to fully benefit from that instruction. For instance, a child may receive special education reading instruction, but not with the intensity, frequency, or methodology that allows him to benefit from that instruction.

College- and Career-Readiness

Finally, the IDEA specifically emphasizes the relationship between FAPE, post-secondary education, independent living, and future employment. While a school district may argue that particular services are not necessary to enable a child to progress toward grade-level, those same services may still be necessary for future academic and employment planning.

An education that fails to provide a child with social, academic, and other tools needed for college- and career-readiness does not constitute FAPE.

• Familiarize yourself with the range of supplemental services, accommodations, and modifications available under the IDEA .
• Evaluate your child’s placement, realizing there is a continuum available ranging from general education to resource room, to self-contained classroom, to services and placement outside of the public school setting
• When participating in educational planning for your child, you should be able to cite specific services, accommodations, modifications, etc. and the manner in which they connect to FAPE. Review available services and ask yourself, “How will this service, accommodation, or modification help my child progress toward grade-level?” “How will it help him become college- and career-ready?”
• Confirm that the staff delivering the services is trained and qualified to do so, and that appropriate services are in place for the student to fully benefit from the instruction he is receiving.

  Matt C. Saleh is a Research Associate at the K. Lisa Yang and Hock E. Tan Institute on Employment and Disability at Cornell University.

Related Smart Kids  Topics

• Your Child’s Rights: 6 Principles of IDEA