IDEA 1990 P.L

Impact of IDEA 1990 EAHCA 1975 is renamed New categories are added Transition Services are required Related Services are redefined References

EAHCA of 1975 was Renamed The EAHCA of 1975 was renamed the Individuals with Disabilities Education Act “children” was replaced with the term “individuals” “handicapped” became “with disabilities” Significant change in attitude which focuses on person-first, not disability-first Disabilities are now viewed as one aspect of a person, not their sole identity

New Categories Added: Autism & Traumatic Brain Injury Autism and Traumatic Brain Injury were identified as distinct disability categoriesAutismTraumatic Brain Injury Previously, these disabilities were subsumed under other disability levels

Autism A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 Adversely affects a child's educational performance Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences

Traumatic Brain Injury An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem- solving; sensory, perceptual and motor abilities; psychosocial behavior; physical functions; information processing; and speech The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma

Transition Services Mandated by Congress Each student, no later than age 16, must have an individual transition plan (ITP) as part of their Individualized Education Program (IEP) ITP allows for coordinated set of activities ITP allows for interagency linkages designed to address post-school functions Post-school functions addressed are independent living, vocational training, and additional educational experiences

Related Services Redefined Rehabilitation Counseling Social Work Service

Rehabilitation Counselor Rehabilitation counselors will assist students in learning how to write a resume, complete job applications, interview for a job, job-keeping skills, acquisition of a part-time job, application for bus passes, learn to read a bus route, use public transportation, find actual bus routes to various places and travel independently The rehabilitation counselor should make these recommendations within the IEP meeting during transition planning.

Social Work Service Shall be extended to students in ways that build students’ individual strengths and offer students maximum opportunity to participate in the planning and direction of their own learning experience. Shall conduct assessments of student needs that are individualized and provide information that is directly useful for designing interventions that address behaviors of concern. Shall understand the backgrounds and broad range of experiences that shape students’ approaches to learning. Shall possess knowledge and understanding of the reciprocal influences of home, school, and community.

References Gargiulo, R. M. (2009). Special education in contemporary society: An introduction to exceptionality (3rd ed.). Los Angeles: SAGE Publications, Inc.. Knoblauch, B., & Sorenson, B. (1998). IDEA's definition of disabilities. Retrieved November 23, 2008, from Education Resources Information Center database (ED429396). NATIONAL ASSOCIATION of SOCIAL WORKERS. (2002). NASW standards for school social work services [Brochure]. Washington. Retrieved November 24, 2008, from Web Site: Photo Citations

Created By Paul Galgovich