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The Individuals with Disabilities Education Act at 50: Successes, Possibilities, and Challenges.

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Title: The Individuals with Disabilities Education Act at 50: Successes, Possibilities, and Challenges.
Authors: Yell, Mitchell L.1 myell@sc.edu, Shriner, James G.2 DavidBateman@me.com, Bateman, David F.3 jimshriner@gmail.com
Source: Journal of Special Education Leadership. Nov2025, Vol. 38 Issue 2, p79-92. 14p.
Subject Terms: *Individualized education programs, *Public education, *Learning, *Goal (Psychology), United States. Individuals with Disabilities Education Act, Inclusion (Disability rights), Government accountability, Principle (Philosophy)
Geographic Terms: United States
Abstract: • In 1954, the Supreme Court's ruling in Brown v. Board of Education set the stage for the passage of the Education for All Handicapped Children Act. • On November 29, 1975, President Gerald Ford signed the Education for All Handicapped Children Act into law, transforming public education in the United States. • The IDEA defines three dimensions of a free appropriate public education: procedural, substantive, and implementation. • Over time, the IDEA's purpose shifted from access to accountability with greater emphasis on the general education curriculum and the integration of evidence, law, and practice. • Administrators must ensure that individualized education programs are educationally meaningful, legally compliant, and faithfully implemented with teachers focusing on measurable goals, progress monitoring, and alignment with the general education curriculum. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:• In 1954, the Supreme Court's ruling in Brown v. Board of Education set the stage for the passage of the Education for All Handicapped Children Act. • On November 29, 1975, President Gerald Ford signed the Education for All Handicapped Children Act into law, transforming public education in the United States. • The IDEA defines three dimensions of a free appropriate public education: procedural, substantive, and implementation. • Over time, the IDEA's purpose shifted from access to accountability with greater emphasis on the general education curriculum and the integration of evidence, law, and practice. • Administrators must ensure that individualized education programs are educationally meaningful, legally compliant, and faithfully implemented with teachers focusing on measurable goals, progress monitoring, and alignment with the general education curriculum. [ABSTRACT FROM AUTHOR]
ISSN:15251810