Individuals with Disabilities Education Act

Individuals with Disabilities Education Act

Six Principles of IDEA

There are six basic principles of the Individuals with Disabilities Education Act (IDEA) that help to outline the expectations of the law. Here is a brief overview and introductory information for families who are new to the Special Education process.

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Individuals with Disabilities Education Act | U.S. Dept. of Education

Find the Individuals with Disabilities Education Act (IDEA) regulations of the law, data reporting from each state, blogs on related topics and additional resources from the US. Department of Education.

Visit the U.S. Department of Education Website

Individuals with Disabilities Education Act | CIPR

The Center for Parent Information and Resources provides summaries of the Special Education law in English and Spanish along with links to Guidance from the US. Department of Education and training materials.

Visit the CIPR Website

Free and Appropriate Public Education (FAPE)

All school-age children with disabilities who are eligible for a 504 or an Individualized Education Program (IEP) are entitled to a Free and Appropriate Public Education (FAPE). FAPE requires students with disabilities receive the services they need to benefit from their education.

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A Comprehensive Special Education Evaluation

A comprehensive evaluation covers all areas that may be impacted by a disability. It should identify all of a student's special education and related service needs. In order for an evaluation to be comprehensive a student should be evaluated in all areas related to the disability or area of concern, referred to as performance domains.

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ASK an Expert: Requesting a Comprehensive Evaluation Webinar

Join Mari from ASK Resource Center to discuss comprehensive evaluations. A comprehensive evaluation must be completed for each student in order to become eligible for Special Education services. A description of each of the skill areas that a student can be evaluated under will be explored along with general tips related to Special Education evaluations.

View the ASK an Expert Webinar

Re-Evaluation for Special Education Eligibility for Individuals 3 - 21

When a child has an IEP, the federal law requires IEP teams to consider reevaluating the student at least every 3 years. Parents can also request that their child be reevaluated up to once per year. This is most often helpful when there are new issues coming up at school related to the disability or the child has received a new diagnosis that may impact him or her at school.

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Independent Educational Evaluations

In Iowa, evaluations for special education eligibility are usually done by Area Education Agency personnel, together with the educators at your child's school. However, parents have the right to other options if they believe the information described in the Educational Evaluation Report (EER) is incorrect or incomplete.

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Contents of the IEP

Learn about each of the major pieces that are required in a student’s Individualized Education Program (IEP) like the Present Levels of Performance, Annual Goals and Related Services.

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Least Restrictive Environment

One of the components of the Individuals with Disabilities Education Act (IDEA) is the expectation that students with IEP's should be educated alongside their non-disabled peers (in the General Education classroom) as much as it is appropriate, which is referred to as the Least Restrictive Environment (LRE) for that student.

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Considering Least Restrictive Environment in Placement Decisions

Where will a student with a disability receive his or her special education and related services? IDEA requires placement in the least restrictive environment (LRE) for each child, a setting that is based on the child's IEP.

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Parent Participation in IEP Decision Making

Parent participation is an important part of developing a student’s Individualized Education Program (IEP). Learn about the role of parents in the IEP process.

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ASK an Expert: Parent Participation in IEP Decision Making

This webinar presented by ASK Resource Center staff explains who is part of the IEP team, the parent’s role in IEP team decision making, and some tips for a successful meeting.

Watch the ASK an Expert Webinar

Procedural Safeguards Manual: Rights of Parents of Students with Disabilities Ages 3-21

The rights that parents have in the Special Education process are called “Procedural Safeguards”. This document from the Iowa Department of Education describes the legal requirements that guide IEP teams and options that parents have in the Special Education process including the formal “dispute resolution” processes available help to resolve disagreements.

Visit the Iowa Department of Education Website

Comparison of Section 504 and IDEA

This chart outlines Section 504 of the Rehabilitation Act and its comparison to the Individuals with Disabilities Education Act (IDEA).

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Prior Written Notice

A Prior Written Notice (PWN) is a written explanation of a change the school district or AEA wants to make or refuses to make in a child's Individualized Educational Program (IEP). It is important that parents understand what the school plans to do (or not do) for their child. A PWN must give parents the information they need to actively participate in making decisions about their child's educational program and services.

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Summary of Procedural Safeguards for Parents: Talking Points for IEP Teams

This is a very brief summary of parental rights in special education.

Learn more from Iowa IDEA Information