instruction) (Turnbull et al., p20). Under IDEA, the specially designed instruction is free, provided in a variety of settings and includes related services. While keeping in mind that Part B of IDEA concerns student’s ages three to twenty-one, these students must have a disability that affects their ability to learn as stated above. The following elements are justifiable in IDEA’s perception of a need for special services: specific learning disability, emotional disturbance, mental retardation, autism, physical disabilities, traumatic brain injury, speech or language impairments, hearing impairments (including deafness), and visual impairments (including blindness) (IDEA) early childhood special education, while in the same category, may include children who are experiencing delays in physical, cognitive, communication, social and/or emotional developments. Those developmental delays could require special education and its services (IDEA) Part C of IDEA concerns infants and toddlers, as already mentioned. These children either need early intervention services, (most likely due to developmental delays) or have already been diagnosed with a physical or mental disability that has a high probability of resulting in a developmental delay. Early intervention services must be provided by qualified personnel and in the same environment (if possible) that the child would be in, had they not had the disability. (IDEA) It is not enough for IDEA to simply identify the students who are entitled to benefit from the legislation. It is also necessary for IDEA to specify exactly what benefits (or rights) are given to the students. IDEA does that very plainly, setting up six principles to govern the education of students with disabilities. The principles are as follows (IDEA):1.Zero Rejection2.Non-discrimatory evaluation3.Appropriate evaluation4.Least Restrictive Environment5.Procedural due process6.Parental and student...
