Individuals with Disabilities Education Act (IDEA) Access Analysis
Enacted in 1975, the Individuals with Disabilities Education Act (IDEA) mandates the provision of free and appropriate education for eligible students ages 3–21. Eligible students are those identified by professionals as having a disability that affects their academic performance and being in need of special education or additional support services. Data collection for IDEA began in 1976 and continues currently. From 2009–2010 to 2019–2020, the number of public school students with disabilities aged 3–21 increased from 6.5 million (13% of total student enrollment) to 7.3 million (14% of total enrollment).
In this discussion, you will examine data from the National Center for Education Statistics on individuals served from 3 to 21 years old under the Individuals with Disabilities Act (IDEA, 2004). Complete the following tasks:
Examine the data from the following tables and answer the questions below:
U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database. (2021, February). National center for education statistics, national elementary and secondary enrollment projection model, 1972 through 2029. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bcc
U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) database. (2021, February). Center for education statistics, common core of data (CCD), “State nonfiscal survey of public elementary and secondary education,” 2000-01 through 2019-20; and National elementary and secondary enrollment projection model, 1972 through 2029. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bcc
- What groups serve as outliers in these data sets?
- What groups have increased over time in receiving services under the Individuals with Disabilities Education Act?
- Does this represent disproportionate identification for disability services? Why or why not?
- What course readings reinforce your claims?
In your reply posts, address the following:
- Does the data you found extend or bolster your colleague’s claims?
- If the data you found was different from your colleague’s, how would you describe the intersection between the two findings?
- What suggestions do you have for your colleague on how they can design a plan to address their data findings in connection to disability services in their education setting?
Points and Rubric
This discussion is worth 40 points. Refer to your discussion rubric for specific grading criteria. The deadline for your initial post and additional responses is Tuesday at 11:59 p.m. ET; however, you must participate over multiple days throughout the unit to earn full credit.
Remember that your goal for discussion is three-fold:
- To participate actively over multiple days throughout the unit.
- To contribute in a way that adds to the discussion and moves it forward in an original fashion.
- To use the course content to inform your posts and responses.
Keep in mind that when you post, you should always reference items you cite — be sure to use APA format for this. Also, be sure to refer back to the rubric as often as you need to during the week. The class is all about sharing knowledge, so use discussions as a way of creating a community resource for yourself and your colleagues.
This discussion addresses the following unit learning outcomes:
- Describe the role disability and ability have in influencing educational practice.
- Examine how disability and ability impact equitable access.
It also addresses the following Course Outcome:
ED720-2: Examine access and equity issues related to culture, ethnicity, race, gender, sexual orientation, religion, and ability.