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The Individuals with Disabilities Education Improvement Act (IDEIA) was enacted
To reauthorize individuals with Disabilities Education Act (IDEA) by adding provisions to strengthen accountability and improve educational outcomes for students with disabilities. IDEIA emphasized the importance of evidence-based practices, response to interventions, early intervening services, and parent involvement in decision-making. With the goal of ensuring high-quality educational services that aligned with the students individual needs and goals. https://youtu.be/3XMndYNEGFA -
The Every Student Succeeds Act (ESSA)
ESSA replaced the No Child Left Behind Act and provisions to better support students with disabilities. It provides structured education for students K-12 in, ensuring that all students have access to high-quality education in USA. The law requires schools to provide accommodations for assessments and appropriate coursework. It also emphasizes the importance of professional development, providing evidence-based practices to support student learning and achievements.
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The U.S. Department of Education issued a Dear Colleague Letter
A Letter that reaffirmed the legal rights of students with disabilities, including those with Attention Deficit/Hyperactivity Disorder (ADHD), to receive equal educational opportunities, accommodations and support. This included providing individualized education plans (IEPs) and 504 plans that are tailored to each student's needs, as well as providing assistive technology and other tools to support learning. https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201812.pdf -
Endrew F. v. Douglas County School District
The U.S. Supreme Court issued a ruling in Endrew F. v. Douglas County School District, classifying the legal standards for education to students with disabilities under the IDEA. The court held that schools must provide an education that is "appropriately ambitious" and that meets a student's unique needs, rather than minimal level of education. It strengthened legal protections and ensure that they receive the support and services to reach their full potential. https://youtu.be/CacpB9muC0A -
The U.S. Department of Education proposed changes to regulations governing the implementation of IDEA
It included measures to reduce paperwork requirements for schools, process procedures, and clarify the definition of a "free appropriate public education" (FAPE). That caused controversy among advocates for students with disabilities, and raised concerns about the possibility of weakening protections for students and make it more difficult for families to advocate for their children's educational needs. -
The U.S. Department of Education released a report detailing significant disparities in discipline rates for students with disabilities.
The report found that students with disabilities were more likely to be disciplined than non-disabled students, and more pronounced for students of color with disabilities. It emphasized the importance of addressing disparities through evidence-based strategies to support positive behavior and prevent the need for discipline, such as school-wide positive behavior interventions and supports (PBIS). And ensuring that students receive support to address behavioral and emotional issues. -
COVID-19 Pandemic
The pandemic led to school closures and disruptions to special education services, highlighting longstanding challenges in providing education to students with disabilities. Educators, families, and policymakers develop creative solutions to support students with disabilities, including virtual learning and Telehealth services. https://www.fox26houston.com/news/how-covid-19-pandemic-impacts-special-education-services-rights -
The U.S. Department of Education released guidance to safely reopen schools during the pandemic
The guidance emphasized the importance of individualized planning for students with disabilities, and provided recommendations for adapting instructional practices, modifying classroom environments, and ensuring access to necessary technology and resources.
The release of this guidance was an important step in addressing the ongoing challenges of providing high-quality education to students with disabilities during the pandemic. -
The U.S. Department of Education announced plans to invest $20 billion in special education over the next decade.
The investment aims to improve outcomes for students with disabilities, by increasing the number of highly qualified teachers, access to evidence-based interventions, and promote inclusive practices that support participation of students with disabilities in the general education classroom, and supporting low-income and students of color with disabilities. https://www.ed.gov/news/press-releases/statement-miguel-cardona-secretary-education-us-department-education-fiscal-year-2022-budget-request -
Government Accountability Office (GAO) found that schools frequently fail to provide appropriate services to students with disabilities particularly in low-income areas.
The report found that students with disabilities in these areas were more likely to be placed in separated settings, receive fewer services and support, and face greater barriers to access accommodations and modifications in the learning environment. The findings of the report highlighted the ongoing challenges in providing high-quality education to students with disabilities and the need for continued advocacy and investment in improving the outcomes for these students.