Individuals with Disabilities Education Act (IDEA)

A Short History

Modern special-education rights began with the **Education for All Handicapped Children Act of 1975** (Public Law 94-142), which guaranteed access to public education and procedural safeguards for children with disabilities. In 1990, Congress renamed and expanded the law as the **Individuals with Disabilities Education Act (IDEA)**; major updates followed in 1997 and 2004. :contentReference[oaicite:1]{index=1}

Official hubs for statutes, regulations, and guidance are maintained by the U.S. Department of Education (ED/OSERS/OSEP) and the IDEA website. :contentReference[oaicite:2]{index=2}

FAPE: What Schools Must Deliver

IDEA’s purpose is to ensure FAPE via special education and related services designed to meet unique needs and prepare students for further education, employment, and independent living. :contentReference[oaicite:3]{index=3}

The U.S. Supreme Court’s **Endrew F. (2017)** clarified the FAPE standard: an IEP must be “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” This raised expectations beyond minimal progress. Read the decision. :contentReference[oaicite:4]{index=4}

Child Find & Identification

Districts must **locate, identify, and evaluate** children suspected of having disabilities—across public, private, and homeschool populations—using practical methods. This is IDEA’s **Child Find** duty. :contentReference[oaicite:5]{index=5}

For birth–age 2, states operate **Part C** early-intervention systems with their own Child Find requirements, coordinated with Part B (preschool–age 21). :contentReference[oaicite:6]{index=6}

Multidisciplinary Evaluations

Evaluations must use **multiple tools and strategies**, not a single test, and be administered by trained personnel in the child’s language and form most likely to yield accurate information. Re-evaluations occur at least every three years unless the team agrees otherwise. :contentReference[oaicite:7]{index=7}

For **specific learning disability (SLD)**, states must adopt criteria; schools **must permit** consideration of a child’s **response to scientific, research-based intervention (RTI)**, and may use other research-based procedures. :contentReference[oaicite:8]{index=8}

Eligibility

After evaluation, a multidisciplinary team—including parents—decides eligibility using IDEA’s categories and whether the student needs special education and related services. See IDEA Part B Subpart D (Evaluations, Eligibility, IEPs, Placements). :contentReference[oaicite:9]{index=9}

IEP: What Must Be in the Plan

• Present Levels (PLAAFP)—how disability affects involvement/progress in general curriculum.
• Measurable Annual Goals (and objectives when required).
• Special education, related services, and supplementary aids/services—with frequency, location, duration.
• Program modifications & supports for school personnel.
• Assessment participation & accommodations or alternate assessment.
• When services begin, and how progress will be measured and reported to parents.
• Transition services (no later than age 16—earlier if state requires). :contentReference[oaicite:10]{index=10}

Teams must also consider **special factors** (e.g., behavior, language needs, AT, and—specifically for D/HH students—language/communication needs and opportunities for **direct** communication and instruction in the child’s language/mode). :contentReference[oaicite:11]{index=11}

Least Restrictive Environment (LRE)

Students are educated with nondisabled peers **to the maximum extent appropriate**; removal occurs only when education in regular classes with supplementary aids/services cannot be achieved satisfactorily. States/districts must maintain a **continuum of placements**. :contentReference[oaicite:12]{index=12}

See ED’s LRE regulation text and commentary on the official IDEA site. :contentReference[oaicite:13]{index=13}

Procedural Safeguards & Due Process

IDEA provides robust parent rights: participation, record access, **independent educational evaluation (IEE)**, mediation, state complaint procedures, and due process hearings. See **Subpart E** (Procedural Safeguards and Due Process). :contentReference[oaicite:14]{index=14}

Districts must issue **Prior Written Notice (PWN)** a reasonable time before proposing or refusing to initiate/change identification, evaluation, placement, or provision of FAPE; the PWN must describe the action, explain **why**, summarize data relied upon, list options considered and reasons rejected, and include safeguards and contacts for help. :contentReference[oaicite:15]{index=15}

IDEA, Section 504, and ESSA/NCLB

**Section 504 of the Rehabilitation Act** is a civil-rights law that prohibits disability discrimination and requires equal access; some students receive a 504 plan (accommodations) without special instruction. :contentReference[oaicite:16]{index=16}

The 2004 IDEA reauthorization aligned with the **No Child Left Behind Act (NCLB)** (now replaced by the **Every Student Succeeds Act, ESSA**), including accountability and highly qualified teacher provisions; see ED’s alignment brief for details. :contentReference[oaicite:17]{index=17}

Terms & Concepts You’ll Hear in Meetings

• FAPE — the individualized program and services that enable appropriate progress, per **Endrew F.** and IDEA purposes. :contentReference[oaicite:18]{index=18}
• LRE — education with nondisabled peers to the maximum extent appropriate; requires a continuum. :contentReference[oaicite:19]{index=19}
• Child Find — duty to locate, identify, evaluate children suspected of disability. :contentReference[oaicite:20]{index=20}
• IEE — independent evaluation parents can obtain, subject to procedural rules. :contentReference[oaicite:21]{index=21}
• PWN — written notice before the district proposes/refuses action; includes reasons, data, options considered. :contentReference[oaicite:22]{index=22}
• RTI/MTSS — tiered interventions; for SLD eligibility, states must permit a process based on the child’s response to scientific, research-based intervention. :contentReference[oaicite:23]{index=23}

Interventions & How Parents Can Advocate

• Ask about interventions and data: What tiered supports (RTI/MTSS) have been tried? For how long? What progress-monitoring data exist? IDEA allows RTI data in SLD decisions. :contentReference[oaicite:24]{index=24}
• Request an evaluation in writing: Child Find applies when there’s suspicion of disability—formal evaluation triggers timelines and safeguards. Cite IDEA and your state’s rules. :contentReference[oaicite:25]{index=25}
• Participate fully in IEP development: Bring outside data, propose goals/services, and ensure the IEP reflects present levels, measurable goals, services with frequency/location/duration, accommodations, and transition. :contentReference[oaicite:26]{index=26}
• Insist on appropriate placement with access: LRE means supports first; if access or progress isn’t achievable, the continuum must be considered. :contentReference[oaicite:27]{index=27}
• Use safeguards: If the district proposes/refuses changes, require a compliant **PWN**. Consider mediation, state complaint, or due process if disagreements persist. :contentReference[oaicite:28]{index=28}

For D/HH students, remember the IDEA **special-factor** requirements around language/communication and direct communication/instruction. See our special considerations for deaf & hard of hearing students. :contentReference[oaicite:29]{index=29}

Official Links & Primary Sources

• ED/OSERS IDEA website. :contentReference[oaicite:30]{index=30}
• ED: IDEA overview page. :contentReference[oaicite:31]{index=31}
• 34 C.F.R. Part 300 (IDEA regulations). :contentReference[oaicite:32]{index=32}
• §300.320 IEP content. :contentReference[oaicite:33]{index=33}
• §300.114 LRE  |  Subpart B (LRE continuum). :contentReference[oaicite:34]{index=34}
• Subpart E: Procedural Safeguards & Due Process. :contentReference[oaicite:35]{index=35}
• §300.503 Prior Written Notice. :contentReference[oaicite:36]{index=36}
• Subpart D: Evaluations, Eligibility, IEPs & Placements. :contentReference[oaicite:37]{index=37}
• §300.111 Child Find (LII mirror). :contentReference[oaicite:38]{index=38}
• §§300.307–311 SLD/RTI. :contentReference[oaicite:39]{index=39}
• Endrew F. v. Douglas County (2017) — U.S. Supreme Court opinion (PDF). :contentReference[oaicite:40]{index=40}
• Public Law 94-142 (1975) — original statute (PDF). :contentReference[oaicite:41]{index=41}
• ED: Section 504 overview. :contentReference[oaicite:42]{index=42}
• ED brief: IDEA 2004 alignment with NCLB. :contentReference[oaicite:43]{index=43}