The increasing number of children with various forms of disability has become a major healthcare issue in the United States and the world. Organizations such as the American Psychological Association supports people with various forms of disability through developing programs that aim to serve them, their schools and their families. Before the Individuals with Disabilities Education Act intervention, approximately more than four million children in the United States were denied access to free public education. Many of these children were not given opportunities to join public education, while others suffered classroom segregation and irregular classroom programs with limited support for their special needs. IDEA Intervention has played an essential role in enhancing education access to children with various forms of disability in the United States. There is need to structure other policies and acts to strengthen and optimize the application of IDEA intervention. This will ensure that the Act benefits more children with disabilities while empowering families on detection and reporting of child disabilities.
The Individuals with Disability Education Act intervention comprises four distinct sections; in Part A, unique terms and the general foundation of the Act is outlined. In part B, various educational guides are outlined for children between the age of 3 and 21 years. The law requires that the individual states cater for the education needs of children with disabilities in the individual states (American Psychological Association, 2021). The Individuals with Disabilities Education Act supplies financial support for the local and state school districts. However, before receiving this support, education institutions need to comply with the Act's unique principles.
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All children are entitled to appropriate and free public education. Schools are responsible for examining children for various forms of disabilities and take appropriate action (Lipscomb et al., 2017) . The Act also requires that complying education institutions define an Individual Education Plan that outlines various actions that educators can deploy to assist these special children in achieving their life goals. The Act also requires compliant education institutions at both local and state levels to provide a less restrictive environment for such children. As people with disabilities access education, the parents have a significant role to play. In the education process, the Act requires the role of parents in the education process of children with disabilities. The parents have the opportunity to challenge the process in the instances they feel their children are not provided with the essential and necessary services.
In Part C, the Act acknowledges the need to reach and identify children with disabilities and families' roles. In this section, various guidelines are provided concerning the services offered to such children and the funding process. In this section, each family has a unique role in enhancing identification and intervention programs for children with disabilities. These services are available to all families with toddlers and infants. In Part C, the Act requires families to receive Individual Family Service Plan. This family plan outlines the resources, concerns and priorities of families. The plan also lays out the child’s goals, the services to be provided and the transition from special education programs to formal education (Morgan et al., 2018) . During the development of Individual Family Service Plans, families have a right to participate through giving informed consent. During the resolution of conflicts, parents are acknowledged by the Act.
In Part D, the Individuals with Disability Education Act Intervention describes different national activities undertaken to improve the education programs for people with disabilities. Some of the national activities outlined in the section include grants and their role in improving access and transition in education. The section also discusses various resources that serve to support projects and programs that enhance positive results for children living with disabilities.
The law also ensures that such children have access to various essential services. During the school year 2018-2019, the intervention provided essential services that facilitated access to education to approximately 7.5 million children and youth with disabilities (McLeskey, 2017) . Congress defines disability as part of human experience with limited capability to reduce the rights of affected people to participate in society. Improvement of education access to children living with disabilities helps to provide them with equal opportunities with their colleagues without disabilities through increasing their freedom in independent thinking, increasing their participation in society and increasing their economic sufficiency.
There are other laws that support IDEA intervention, such as the Rehabilitation Act of 1973. The intervention ensures that children with various forms of disabilities are identified early enough to ensure they access appropriate education and ensuring that their rights are not violated. Children with disabilities are protected from exclusion during education programs and protected from a different form of discrimination.
From the discussion above, IDEA intervention has played a significant role in supporting children with various forms of disabilities in the United States. The intervention has ensured that children with disabilities have free access to public education, enabling them to meet unique needs in life such as increasing their independence in thinking, increasing their employment opportunities, and supporting them in pursuing advanced education. The intervention also supports education service agents, states and federal agencies to provide education for children with disabilities. The Act intervention also ensures that states implement various programs in support of the children living with disabilities. The Act intervention also ensures that educators and other stakeholders in the education sector have access to resources and necessary tools to increase education access for people with disabilities.
References
Individuals with Disabilities Education Act (IDEA) . https://www.apa.org. (2021). Retrieved 8 March 2021, from https://www.apa.org/advocacy/education/idea.
Lipscomb, S., Hamison, J., Liu Albert, Y., Burghardt, J., Johnson, D. R., & Thurlow, M. (2017). Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across Disability Groups. Full Report. NCEE 2017-4018. National Center for Education Evaluation and Regional Assistance .
McLeskey, J., Council for Exceptional Children, & Collaboration for Effective Educator Development, Accountability and Reform. (2017). High-leverage practices in special education . Arlington, VA: Council for Exceptional Children.
Morgan, P. L., Farkas, G., Cook, M., Strassfeld, N. M., Hillemeier, M. M., Pun, W. H., ... & Schussler, D. L. (2018). Are Hispanic, Asian, Native American, or language-minority children overrepresented in special education?. Exceptional Children , 84 (3), 261-279.
