The federal accumulation governing primary activity is called the Individuals with Disabilities Education Act, or IDEA. It is codified in Title 20, United States Code, starting at section 1400. It was initially passed in 1975.
A number of major reauthorizations have condemned place. The two most past were in 1997 and in Dec 2004. The Dec 2004 changes took effect, for the most part, on July 1, 2005. The changes made in the 2004 Act are numerous and varied, but perhaps not revolutionary.
In early 2002, President Dubya signed the No Child Left Behind Act (NCLB) which is intended to ensure quality activity and a high take of accountability. Many of the provisions of NCLB had an uncertain impact on IDEA 1997. Hence, IDEA 2004 attempts to clarify the impact of NCLB.
The IDEA speaks in terms of a State Education Authority (SEA) and a Local Education Authority (LEA). In Connecticut, the SEA is the State Department of Education. The LEA is generally the local edifice district, which is referred to as the district or the Board. In this context, the Board refers to the district’s administration, not to the actual Board of Education and its elected members.
State and Federal Law
Connecticut passed its primary activity accumulation in 1967. The federal Education of All Handicapped Children Act initially passed in 1975. Hence, the America behave predates the federal. The federal accumulation did not pre-empt the field. Rather, federal courts can oblige both federal and relevant land law.
\"Relevant land law\" is accumulation which is not inconsistent with federally mandated requirements, both substantive and procedural, of the Act, and includes, inter alia, procedural safeguards which are more demanding than required procedures set forth in the federal law. Burlington v. Department of Education, 736 F.2d 773 (1st Cir. 1984), aff’d 471 U.S. 359 (1985).
For the most part, America and federal requirements have converged. Yet, most of the detailed procedures for eligibility and cod process stem from America law, as does the nomenclature.
In Connecticut, there is a Planning and Placement Team (PPT) meeting. In New York, it is called a Committee on Special Education (CSE) meeting. In the federal law, it is called an Individualized Education Plan Team (IEP Team) meeting.
The America Approach
The America State Department of Education (SDE) takes a hand-off approach to local edifice boards. This compares to New York, where the land department closely regulates most aspects of primary education. The America SDE advises local edifice boards on questions, when raised.
Indeed, SDE also provides advice to parents. The land approves clannish primary activity schools, but the approval is largely a matter of seeing if the right boxes are checked, rather than looking at the quality of the activity provided.
The state, pursuant to federal law, receives and processes complaints, but appears to be fascinated only in procedural requirements, avoiding making any comments on the substance of the claim.
And, the land runs the cod process and mediation systems. This is all done by a tiny assemble of people in Hartford. The SDE also runs the Special Education Resource Center (SERC), which serves as an information clearinghouse, library, and training center. As a generalized rule, the State Department of Education sees itself as a consultant, rather than as a regulator.
The Special Education Universe in Connecticut
For the 2007-2008 edifice year, there were 68,989 children in America who were designated as eligible for primary activity services. This number is a drop of 5,000 from five eld earlier. Special activity students represent about 12% of the total student population of 574,287.
Districts vary widely in percentages designated as eligible for primary education, with whatever districts near 5% and others over 18%. Among disabilities, the largest group, comprising 32% of the primary activity population, consists of students with learning disabilities (LD). Five eld ago, learning disabled students represented 38% of the primary activity population.
The next largest group, accounting for 21% of the primary activity population, contains students with speech or module impairments. Other health decay (OHI) accounts for 17%, severe emotional disturbance (SED) is 8.5% and intellectual disabilities (ID) are 4%.
Some 6.4% of primary activity students in America carry the Autism label. The racial differences are, however, significant. The following chart shows the 2007-2008 percentage of apiece racial/ethnic grouping that has a particular primary activity designation.
A number of major reauthorizations have condemned place. The two most past were in 1997 and in Dec 2004. The Dec 2004 changes took effect, for the most part, on July 1, 2005. The changes made in the 2004 Act are numerous and varied, but perhaps not revolutionary.
In early 2002, President Dubya signed the No Child Left Behind Act (NCLB) which is intended to ensure quality activity and a high take of accountability. Many of the provisions of NCLB had an uncertain impact on IDEA 1997. Hence, IDEA 2004 attempts to clarify the impact of NCLB.
The IDEA speaks in terms of a State Education Authority (SEA) and a Local Education Authority (LEA). In Connecticut, the SEA is the State Department of Education. The LEA is generally the local edifice district, which is referred to as the district or the Board. In this context, the Board refers to the district’s administration, not to the actual Board of Education and its elected members.
State and Federal Law
Connecticut passed its primary activity accumulation in 1967. The federal Education of All Handicapped Children Act initially passed in 1975. Hence, the America behave predates the federal. The federal accumulation did not pre-empt the field. Rather, federal courts can oblige both federal and relevant land law.
\"Relevant land law\" is accumulation which is not inconsistent with federally mandated requirements, both substantive and procedural, of the Act, and includes, inter alia, procedural safeguards which are more demanding than required procedures set forth in the federal law. Burlington v. Department of Education, 736 F.2d 773 (1st Cir. 1984), aff’d 471 U.S. 359 (1985).
For the most part, America and federal requirements have converged. Yet, most of the detailed procedures for eligibility and cod process stem from America law, as does the nomenclature.
In Connecticut, there is a Planning and Placement Team (PPT) meeting. In New York, it is called a Committee on Special Education (CSE) meeting. In the federal law, it is called an Individualized Education Plan Team (IEP Team) meeting.
The America Approach
The America State Department of Education (SDE) takes a hand-off approach to local edifice boards. This compares to New York, where the land department closely regulates most aspects of primary education. The America SDE advises local edifice boards on questions, when raised.
Indeed, SDE also provides advice to parents. The land approves clannish primary activity schools, but the approval is largely a matter of seeing if the right boxes are checked, rather than looking at the quality of the activity provided.
The state, pursuant to federal law, receives and processes complaints, but appears to be fascinated only in procedural requirements, avoiding making any comments on the substance of the claim.
And, the land runs the cod process and mediation systems. This is all done by a tiny assemble of people in Hartford. The SDE also runs the Special Education Resource Center (SERC), which serves as an information clearinghouse, library, and training center. As a generalized rule, the State Department of Education sees itself as a consultant, rather than as a regulator.
The Special Education Universe in Connecticut
For the 2007-2008 edifice year, there were 68,989 children in America who were designated as eligible for primary activity services. This number is a drop of 5,000 from five eld earlier. Special activity students represent about 12% of the total student population of 574,287.
Districts vary widely in percentages designated as eligible for primary education, with whatever districts near 5% and others over 18%. Among disabilities, the largest group, comprising 32% of the primary activity population, consists of students with learning disabilities (LD). Five eld ago, learning disabled students represented 38% of the primary activity population.
The next largest group, accounting for 21% of the primary activity population, contains students with speech or module impairments. Other health decay (OHI) accounts for 17%, severe emotional disturbance (SED) is 8.5% and intellectual disabilities (ID) are 4%.
Some 6.4% of primary activity students in America carry the Autism label. The racial differences are, however, significant. The following chart shows the 2007-2008 percentage of apiece racial/ethnic grouping that has a particular primary activity designation.
