Opinion IDEA 2004: "The Dyslexic Reading Teacher"

The Negative Impact of Weakened Expectations on IDEA 2004 Reauthorization. 

The weakening of the laws and expectations related to the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) has created a system where children with special needs do not receive the same level of education and support as their peers prior to 2004. This has resulted in inequalities and discrimination within the educational system, which is a violation of their civil rights and has had negative long-term effects on their education and ability to succeed in life.

Prior to the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), the law required that individualized education plans (IEPs) for students with disabilities include "measurable annual goals, including benchmarks or short-term objectives" that are designed to help the student achieve his or her educational goals. These goals and objectives were intended to be comprehensive, measurable, and specific, and were intended to help ensure that students with disabilities receive a high-quality, individualized education that is tailored to their unique needs and strengths.

However, with the 2004 reauthorization of IDEA, the law was amended to allow for more flexibility in the development of IEPs. Specifically, the law no longer requires that IEPs include "comprehensive goals and objectives," although they may still be included if deemed necessary by the student's IEP team. Instead, the law now requires that IEPs include "a description of how the child's progress toward the annual goals will be measured" and "a statement of the special education and related services and supplementary aids and services to be provided to the child."

While this change was intended to give more flexibility to schools and educators in the development of IEPs, some advocates for students with disabilities have expressed concerns that it could lead to less individualized and comprehensive planning for students. Without the requirement for specific and measurable goals and objectives, some students may not receive the level of support and services they need to achieve their full potential. Additionally, without clear goals and objectives, it may be more difficult to monitor a student's progress and ensure that he or she is receiving an appropriate education.

The Individuals with Disabilities Education Act (IDEA) was most recently reauthorized in 2004, and there were several changes made to the law at that time. While many of these changes were positive and helped to strengthen the rights and protections of students with disabilities, there were also some negative impacts that have been observed.

One of the biggest changes made to IDEA in 2004 was the requirement for schools to provide a high-quality, research-based curriculum that is aligned with state academic standards to students with disabilities. While this change was intended to help ensure that students with disabilities are held to high standards and receive a rigorous education, it has also been criticized for putting too much emphasis on standardized testing and not enough on individualized instruction and support.

Another significant change to IDEA in 2004 was the creation of a new category of disability known as "specific learning disability." This category includes conditions like dyslexia, dyscalculia, and other learning disorders. While this change has helped to ensure that students with these types of disabilities receive appropriate services and support, it has also led to confusion and inconsistent application of the law.

There were also some negative impacts on students with IEPs as a result of the 2004 reauthorization of IDEA. For example, some critics have argued that the law has led to an overreliance on the use of restraint and seclusion as a means of behavior management, which can be harmful and traumatic for students. Additionally, some schools have struggled to provide students with disabilities with the full range of services and support they need, leading to concerns about unequal access to education and opportunities.

In the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), the requirement for specific objectives was removed from the mandated requirements. As a result, it is now even more critical to write clear and concise goals for students with disabilities. By doing so, educators can ensure that their students receive the appropriate support and services to help them make meaningful progress toward their educational goals. Clear goals also provide a basis for measuring a student's progress, evaluating the effectiveness of instructional strategies, and making data-driven decisions to support student learning. Therefore, it is essential for educators to develop well-defined goals that are aligned with student needs, are measurable, and are relevant to the student's educational program.