A key element of the IDEA legislation is its emphasis on educating special education students in the "least restrictive environment." IDEA is built on the assumption that special education services should be provided in the regular classroom unless there is a compelling reason for not doing so. This emphasis makes special education a part of every educator's job. While interpreters, aides, and other professionals may be present in the regular classroom with the special education student, most classroom teachers should expect to face the task of adapting lessons to meet the needs of special education students. For more information on this topic, see the section on adapting lessons.

While the federal IDEA legislation defines the disabilities and goals for special education, it leaves the task of implementing these services to the states and local school districts. As a result, each state has its own methods of ensuring that schools are providing special education services that comply with federal requirements. Forms and procedures vary from state to state, and in some cases among different school districts. As a result, finding definitive answers about special education programs and services can be frustrating for all involved.

The ease with which special education can become confusing makes it especially important that teachers, administrators, and parents view special education as a cooperative effort. This can be difficult, especially when there are disagreements about a specific child's needs and services. Parents can be expected to focus primarily - sometimes entirely - on the needs of their own child. Educators face the difficult challenge of working with parents to define realistic expectations and programs for their child.

While some special education students can be expected to go on to college, and even beyond, other disabilities requiring special education services may limit a student's options after school. This can provoke frustration, guilt, or denial on the part of the student's parents, and school officials are often on the receiving end of this guilt and frustration. There is an increasing variety of support groups for parents and families of special education students, and these can often help parents understand their child's disability and its limitations, if any, more clearly. Wherever possible, we have listed these resources at an appropriate place in this guide.

E-Ready is funded by a grant from the NEC Foundation of America

Copyright © 2001-2006 by The Source for Learning, Inc.
All rights reserved.