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Introduction
Special education is a personalized approach that caters to the individualized needs of
students with disabilities. This entails providing a wide range of customized services and
supports, which can be tailored to suit different learning styles, preferences, and settings. By
offering diverse interventions, adaptations, and accommodations, special education strives to
ensure that every student with disabilities receives an education that is best suited to their unique
requirements and abilities. (Orlich, D.C., Harder, R.J., Brown A., Trevisan, M.S., & Miller, D. , 2018). It
encompasses a variety of individualized services and interventions that can be specifically
tailored to each student's learning style, preferences, and environmental requirements. These
services are delivered in diverse settings to ensure that students with disabilities receive the
support and accommodations they need to thrive academically and socially. (Orlich, D.C., Harder,
R.J., Brown A., Trevisan, M.S., & Miller, D. , 2018).
“For the lips of a priest ought to preserve7knowledge because he is the messenger of
the7Lord7Almighty, and people seek7instruction7from his mouth (Malachi 2:7, NIV).
Laws
The Individuals with Disabilities Education Act (IDEA) is a federal law that guarantees
special education services to eligible children with disabilities. (Orlich, D.C., Harder, R.J., Brown A.,
Trevisan, M.S., & Miller, D. , 2018). This law also grants parents and legal guardians the right to be
involved in the educational decision-making process for their children with disabilities. IDEA
covers children from the early stages of life until they either graduate from high school or reach
the age of 21, ensuring that they receive an education tailored to their individual needs (Andrew
M.L. Lee JD, 2023). In essence, IDEA aims to provide a free and appropriate public education
(FAPE) that enables children with disabilities to have equal opportunities for learning and
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development provided in the least restrictive environment (LRE) (Andrew M.L. Lee JD, 2023),
Special Education Services
The Individuals with Disabilities Education Act (IDEA) provides valuable definitions for
thirteen categories of disabilities, including autism, specific learning disabilities, and attention-
deficit/hyperactivity disorder (ADHD). Individuals facing these challenges may experience
difficulties in important areas such as math, reading, writing, attention, behavior, and social
skills, but they can also benefit from targeted support and interventions. (Understood, 2023). To be
eligible for Special Education Services, one student must have a disability that fits under one of
the many categories that IDEA defines and adversely show that the disabilities affect their
education as but not limited too: Audiology services, Counseling services, Early identification
and assessment of disabilities in children, Medical services, Occupational therapy Orientation
and mobility services, Parent counseling and training, Physical therapy, Psychological services,
Recreation, Rehabilitation counseling services, School health services, Social work services in
schools, Speech-language pathology services, transportation ( (Department of Education , 2000)
The eligibility process includes an eligibility determination meeting, a process such as
evaluation, tests, classroom observations, and reviews of school records. If the assessment shows
the student has a qualifying disability and needs special education, an Individualized Education
Program (IEP) is created (Understood, 2023).
Once the student has been found eligible for services, the IEP must be written. There are
a couple of steps involved in writing the IEP. The IEP meeting is scheduled according to the
school system's schedule. School staff must notify the parents early enough, schedule the
meeting at a time and place agreeable to both parents and the school, inform the parents about
the purpose, time, and location of the meeting, and allow the parents to invite people with
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knowledge about the child (Department of Education , 2000).
During the meeting, the IEP team gathers to discuss the child's needs and write the
student’s IEP. Parents and the student (when appropriate) are part of the team. If the child’s
placement is decided by a different group, the parents must be part of that group as well.
(Department of Education , 2000). Before providing special education and related services to the
child for the first time, parents must obtain consent. If the parents disagree with the IEP and
placement, they can discuss their concerns with the IEP team, request mediation, or file a
complaint with the state education agency and request a due process hearing. (Department of
Education , 2000).
Services Delivery Environment
The Individuals with Disabilities Education Act (IDEA) promotes the least restrictive
environment (LRE) principle, ensuring that students with disabilities are educated alongside non-
disabled peers to the maximum extent possible. The determination of LRE is made through the
individualized education program (IEP) process, where a team of professionals and the student’s
parents discuss the specific program of instruction and related services needed based on the
student's current performance levels, strengths, and areas of need. These services and supports
should help the student make progress toward academic or functional goals, participate in the
general education curriculum, and engage in extracurricular and non-academic activities. IDEA
requires that school districts create a continuum of alternative placement options, ranging from
the least restrictive setting such as general setting classroom to the most restrictive ones such as
residential facility. The IEP team should first try to place—and maintain—the student in the
general education setting. If satisfactory progress cannot be achieved in the general education
setting, placement in a more restrictive setting might be necessary to ensure an appropriate
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education.
General Education Teacher's Role in Special Education
In the classroom setting, students receive instructions from the general education teacher.
The teacher ensures that accommodations or modifications are made as needed and uses
specialized materials, equipment, or instructional methods to support the instruction.
Additionally, a special education teacher may also provide support in the general education
classroom. In this setting, the general education teacher is primarily responsible for providing
instruction, with accommodations or modifications as needed. The special education teacher may
provide services such as consultation and collaboration with the general education teacher to
plan and deliver instruction.
Furthermore, the special education teacher may also offer individualized or small-group
instruction tailored to meet the specific needs of the students. This collaborative approach aims
to ensure that every student receives an education that is tailored to their unique learning
requirements. (IRIS Center , 2024). In an inclusive classroom, general education and special
education teachers collaborate to meet all students' needs, using either a co-teaching model with
a special education teacher present all day, or by having the special education teacher teach at
specific times without pulling students out of class (Understood, 2023). The regular education
teacher and the IEP team must discuss necessary supports for school staff to ensure the child's
advancement, involvement in the general curriculum, participation in activities, and education
with other children. Additionally, the special educator is responsible for working with the student
to implement the IEP, which may involve working in a resource room, team teaching, and
collaborating with other school staff to address the child’s unique needs (Department of Education ,
2000).
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Conclusion
The Individualized Education Program (IEP) is the cornerstone of special education.
Writing and implementing an effective IEP involves many people, numerous steps, and
collaborative decision-making. The U.S. Department of Education’s Office of Special Education
Programs (OSEP) consistently monitors states to verify their compliance with IDEA
(Department of Education , 2000)OSEP insists that states report progress toward meeting established
performance goals every two years, covering children's assessment performance, dropout rates,
and graduation rates. As part of its monitoring, the Department rigorously reviews IEPs and
conducts interviews with parents, students, and school staff to ensure that decisions reflected in
the IEP are truly based on the child’s unique needs and that the school has provided the services
as outlined in the IEP (Department of Education , 2000). “Each of you should use whatever gift you
have received to serve others7as faithful7stewards of God’s grace in its various forms.” (1 Peter
4:10 NIV). This scripture lets us know what gifts we have. We must use our gift faithfully to
serve others with God’s grace in every capacity and form we can to help others grow.
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References
Andrew M.L. Lee JD, M. M. (2023, August 31). What is the individuals with Disabilites
Education Act. Retrieved from Understood:
https://www.understood.org/en/articles/individuals-with-disabilities-education-act-idea-
what-you-need-to-know
Department of Education . (2000, July ). A Guide to the Individualized Education Program .
Retrieved from U.S. Department of Education :
https://www2.ed.gov/parents/needs/speced/iepguide/iepguide.pdf
Holy Bible Gateway . (1993). 1Peter 10:4 NIV . Grand Rapids: Harper Collins Christian.
IRIS Center . (2024, June retrieved ). Retrieved from Least Redstricted Environment :
https://iris.peabody.vanderbilt.edu
Orlich, D.C., Harder, R.J., Brown A., Trevisan, M.S., & Miller, D. . (2018). Teaching strategies:
A guide to effective instruction.Cengage Learning. Boston: Cengage Learning.
Understood. (2023, August 23). Retrieved from https://www.understood.org/
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