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The law moderates the distribution of those funds according to the fulfillment of several requirements. For instance, special education services have to be customized to meet the exceptional needs of learners with disabilities. It requires that these services to be provided in the least restrictive environment. Also, school districts have to guarantee special education includes physical and occupational services and other related therapies students with disabilities might need. State education departments are also responsible for providing assistive technology, curriculum or teaching modifications, and individual or small group instruction. The law protects all students between the ages of three (3) and twenty-one (21). The IDEA Act requires that parents are involved in their child’s education, participating with instructors to develop programs that can benefit their students with
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The learning environment, including the rules implemented by the teacher, can in no way restrict the learning of special needs students. The classroom environment must allow students with disabilities to learn the same skills as those learned by students who do not have disabilities. The classroom procedures must be clearly communicated to students with disabilities. Teachers have to provide positive and consistent reinforcement to promote positive student behavior. Also, teachers have to develop classroom activities and lessons that are individualized, age appropriate, functional and community referenced (Wood, 2006). What students with special needs learn must be relevant. The activities should be the same activities provided to students of the same age who are not in special education classes. Teachers must also coordinate the work of teacher assistants and other supportive personnel such as therapists and social workers to meet the individualized needs of the student within inclusive special education programs. The work of each education professional that provides services or support in the classroom is important to the success of a special education student. The initial implementation of the IDEA and its subsequent reauthorizations has led to many more students with disabilities in local public schools. These students are now guaranteed free access to public education along with supportive services that will enable the students to learn along with their peers in the least restrictive environment
The learning environment, including the rules implemented by the teacher, can in no way restrict the learning of special needs students. The classroom environment must allow students with disabilities to learn the same skills as those learned by students who do not have disabilities. The classroom procedures must be clearly communicated to students with disabilities. Teachers have to provide positive and consistent reinforcement to promote positive student behavior. Also, teachers have to develop classroom activities and lessons that are individualized, age appropriate, functional and community referenced (Wood, 2006). What students with special needs learn must be relevant. The activities should be the same activities provided to students of the same age who are not in special education classes. Teachers must also coordinate the work of teacher assistants and other supportive personnel such as therapists and social workers to meet the individualized needs of the student within inclusive special education programs. The work of each education professional that provides services or support in the classroom is important to the success of a special education student. The initial implementation of the IDEA and its subsequent reauthorizations has led to many more students with disabilities in local public schools. These students are now guaranteed free access to public education along with supportive services that will enable the students to learn along with their peers in the least restrictive environment