EDUCATIONAL TRANSITION

Educational Transition

Educational Transition

Introduction

The Education for All Handicapped Children Act (Public Law 94-142) noted as the statute that has had the most influence on the establishment of learning disabilities services for students in public schools. In 1990, this law got updated as Individuals with Disabilities Education Act (IDEA; Public Law 101-476). The IDEA got revised as Individuals with Disabilities Education Act (IDEA) of 1997 (Public Law 105-17). Due to this series of laws, all children and youth ages 3 through 21 with disabilities have the right to a free and appropriate public education (FAPE). Additionally, each state must have a plan that is in agreement with the federal law. On December 3, 2004, President George W. Bush signed into law the reauthorized Individuals with Disabilities Education Act, H.R. 1350. The Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 (Public Law 108-446) went into effect July 1, 2005.

Discussion

Special education includes identification, evaluation and programs especially for children whose learning difficulties or disadvantages require additional support to reach their comprehensive development education. These difficulties can range from physical dysfunction, problems with vision, hearing or language, learning dysfunction (mental handicap), emotional difficulties or behavioral, or medical or health. Other children may have more general difficulties with reading, writing, language or math, so they require further assistance. Aid for unique needs education can be consolidated schools or special schools.

It is believed that about 20% of children need some special education throughout their schooling. The vast majority of them have problems to be resolved within mainstream schools, only a small minority of specialized teaching aids may require, for the most demanding and complex, the existence of media centers and an array of services that ensure that assessment meets the needs of these children.

In every school and every class, there is a cycle of assessment, planning, teaching and reviewing the needs of all children. These studies take into account the wide range of skills, aptitudes and interests that each child brings to school. Most children learn and progress within these local constraints. Those who find difficulty in it may have what called special educational needs.

In practice, learning difficulties are to be those listed in the first paragraph. The extent of these difficulties affect children's ability to learn and progress in school and be induced by a variety of factors, including school availability, the availability of additional aid and the stage in which the difficulty has ...