In 1975 the United States Congress passed the Education for Handicapped Act (EHA) which guaranteed handicapped children in public schools would receive one free meal per day and would have access to public education. The schools required to provide those services to handicapped children accepted federal funds for operations. Under EHA, handicapped children were defined as children who had either mental or physical disabilities. The act mandated that a lesson plan must be created for each of these types of students, and the main goal was to make those lesson plans as much like those of able bodied and able minded students as possible. EHA also required school districts to have a division in place to receive and address complaints made by parents
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The IEP guides the delivery of special education services and any supplementary aids and supports for the child (The IEP Team, 1970, para 1).
The IEP has two general purposes: 1) to establish the child’s annual goals which can be measured; and 2) to state the special education and related services provided to the child and any additional services provided by any public agencies. A child’s IEP must contain the meet the conditions to be IDEA compliant (Contents of the IEP, 1970 ).
Those components include a statement of the child’s present levels of academic achievement and functional performance, a statement of measurable annual goals, and a description of how the child’s progress toward those goals will be measured. In addition, the IEP must have a statement of the special education and related services and supplementary aids and services to be provided to the child and a statement of the program modifications or supports for school personnel that will help the child advance appropriately toward attaining the annual goals. If a child is not placed with nondisabled children in the regular class and cannot participate in extracurricular activities, the IEP should include an explanation. Lastly, the IEP must include a statement of any individual accommodations necessary to measure the
The IEP guides the delivery of special education services and any supplementary aids and supports for the child (The IEP Team, 1970, para 1).
The IEP has two general purposes: 1) to establish the child’s annual goals which can be measured; and 2) to state the special education and related services provided to the child and any additional services provided by any public agencies. A child’s IEP must contain the meet the conditions to be IDEA compliant (Contents of the IEP, 1970 ).
Those components include a statement of the child’s present levels of academic achievement and functional performance, a statement of measurable annual goals, and a description of how the child’s progress toward those goals will be measured. In addition, the IEP must have a statement of the special education and related services and supplementary aids and services to be provided to the child and a statement of the program modifications or supports for school personnel that will help the child advance appropriately toward attaining the annual goals. If a child is not placed with nondisabled children in the regular class and cannot participate in extracurricular activities, the IEP should include an explanation. Lastly, the IEP must include a statement of any individual accommodations necessary to measure the