Regulation of IDEA and Special Education Overidentification

Our site seeks to reduce unnecessary placements in school special education programs, informing the public and advocating for improved practices among school personnel.  We seek to understand the regulatory process aimed at implementing IDEA 2004 in all schools, big or small, urban or rural, private or public, coast-to-coast.  So far, we have pinpointed causes and solutions to a reasonable extent. Solutions to protect FAPE for all school children are within reach.  Denial, apathy, ignorance and prejudice are surmountable obstacles.

We urge appreciation of the great strides made since 1975 when the U. S. Congress took hold of guaranteeing equal rights for all school children.

IDEA regulation begins with the U. S. DEPARTMENT OF EDUCATION.  It is a cabinet-level agency of the U. S. GOVERNMENT.  On the White House website we have this explanation of the Cabinet:

“The tradition of the Cabinet dates back to the beginnings of the Presidency itself. Established in Article II, Section 2, of the Constitution, the Cabinet’s role is to advise the President on any subject he may require relating to the duties of each member’s respective office.

The Cabinet includes the Vice President and the heads of 15 executive departments — the Secretaries of Agriculture, Commerce, Defense, Education, Energy, Health and Human Services, Homeland Security, Housing and Urban Development, Interior, Labor, State, Transportation, Treasury, and Veterans Affairs, as well as the Attorney General.”

 “The President shall be Commander in Chief of the Army and Navy of the United States, and of the Militia of the several States, when called into the actual Service of the United States; he may require the Opinion, in writing, of the principal Officer in each of the executive Departments, upon any subject relating to the Duties of their respective Offices, and he shall have Power to Grant Reprieves and Pardons for Offenses against the United States, except in Cases of Impeachment

We respect the public service of Linda Schrock Taylor:

 “Recent news articles have discussed the possibility that two black holes might collide in a few million years. Although an interesting concept, this potential danger pales in the face of a real ‘black hole’ – that of SPECIAL EDUCATION. Every year, thousands of our children disappear into the vagueness of special placements, never to be released from the labels and stigma; never to escape and again be seen as ‘normal.’ Many teachers must notice this engulfing, this entrapment, of our children; some teachers must surely strive to defeat this grave and senseless closure on potential; but the problem is rarely mentioned or discussed.”

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