sible.How do you determine?Is there or can there be a process for resolving the issue?In addition to PL 94-142, laws have since been made to further refine this mandate, and to further enhance the lives of disabled individuals. In 1990, IDEA (Individuals with Disabilities Education Act) was passed; it added autism and brain injury to the list of disabilities eligible for special education. Further, in 1997, IDEA was amended to read that disabled students should also work as much as possible from the curriculum of typical students. It also emphasized the importance of regular education teachers in the IEP team. This IEP team is essential to the welfare of the student, both academically and socially. It will guide him on a path that will set the pace for his life. The makeup of the IEP is a crucial mix; it must contain individuals from different disciplines, namely those in which the student has difficulty, as well as others in which the student may excel. The parents of the individual, as well as typical classroom teachers and special education teachers are key as well, as they will most likely be able to lend the most insight into the progress and potential of the child. Through careful evaluation and compilation of an appropriate IEP, students will be able to be placed in the least restrictive environment possible for their abilities- an inclusive education. As is stated in Hardman, page 47, Inclusive education may be defined as placing students with a disability in a general education setting while making available the necessary supports (or support networks) to ensure an appropriate educational experience.Who Decides?What is the impact of process and power?PL 94-142 grants parents a great deal of authority in the process of their childs education. Under PL 94-142, parents are granted the following rights: all authority over who may or may not view the childs school records, the right to have their child tested and retested to evaluat...
