The Governing Body for Special Education and Its History

(”History Twenty-Five Years,” n.d.) claim many children with disabilities were not allowed to have equal accessibility for education. “For example, in 1970, U.S schools educated only one in five children with disabilities, and many states had laws excluding certain students, including children who were deaf, blind, emotionally disturbed, or mentally retarded” (¶ 4). If it wasn’t for The Individuals with Disabilities Act (IDEA), we wouldn’t have a transition program today. LD online (nod.) claims:

The Individuals with Disabilities Education Act (IDEA) is the federal law that secures special education services for children with disabilities from the time they were born until they graduate from high school. The Law was reauthorized by Congress in 2004, prompting a series of changes in the way special education services are implemented. (n.p)

These changes as continuous and affect how special education services including transition services are taught in every state. LD online (n.d.) states that “IDEA has been updated every five years since its beginnings, the latest of which is the 2004 reauthorization.”IDEA has been a federal law since 1975. It was first known according to LD online (n.d.) as “the Education for All Handicapped Children Act (EHA), or Public Law 94-142… This law was originated as a way to insure that students with disabilities receive an appropriate education.” It was the beginning of (FAPE) or Free and Appropriate Education. This is one of the three ideas that stemmed from The Individuals with Disabilities Education Act (IDEA). LD online (n.d.) claims IEP (Individual Education Plan) and LRE (Least Restricted Environment) are the other two programs.

According to P. W. D. Wright and P.D. Wright (2006), “Congress changed the definition of transition services, emphasizing that transition is “a results-oriented process that is focused on improving the child’s academic and functional achievement. The goal is to facilitate the child’s movement to life after school.” (p. 143) Department of Education (2009) includes “post secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community participation” (¶ 3). It is also noted by the Department of Education (2009) that transition services shall be based on the students while accounting for their skill set, likes and dislikes, what their interested in doing. (¶ 3) After taking all this into an account, transition should be based on improvements or integrated new skill sets. P.W.D Wright and P.D. Wright (2006) claims the fundamental change comes in “Purposes”. “IDEA 2004 includes new language about IEP’s about “measureable postsecondary goals” and “courses of study” to reach those goals (Section school…education.” (Section § 1400(c) (14)) These changes are important as to how to achieve results after high school into adulthood.

For more disability information related articles see: Special Education and Secondary Transitional Services Policies

Disability Resources and Advocates

Who can get Special Education Services Under these Laws?

Who is Involved in Special Education Planning?

The Special Education Profession

Jessica’s Early Years with Autism

Jessica’s Years with Autism: Age 3-9 From Her Father’s Perspective

Jessica’s Teenage Years: Growing with Autism

Can Students Receive Transition Services Under Section 504 Law?

Washington State Fathers Network Annual Conference

History of Special Education

Special Education and Main-streaming