In 1975, the US Congress made EHA a public law to enhance education for all handicapped children. The act covers both physically and mentally disabled children, and its main purpose is to ensure they are given equal learning opportunities just like able students.
The law is characterized by key aspects such as free appropriate public education (FAPE), least restrictive program (IEP), non discriminatory identification and evaluation, individualized education program (IEP) and parental participation. These important concepts are used by early childhood educators and care givers in addressing key issues in educating children with disabilities. For instance, FAPE mandates all educational institutions to provide free and appropriate educational facilities to disabled children between the ages of 6-17.
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Various concepts within this legislation guide the activities of educators. Educating children with disability can be challenging, hence aspects of the legislation such as IEP guides educators towards creating education programs that will address the individual needs of children with disability. LRE on the other hand guides educators regarding the learning environments for children with disability. According to LRE, educators should not use separate learning facilities for children with disability, unless the disability severely affect the learner’s ability to learn in the normal class environment.
EHA encourages collaborative process in developing appropriate education for children with disabilities. As a teacher, I believe it is important for teachers, administrators, parents and other stakeholders to pool their resources and skills towards creation of effective learning programs. As an educator it is my role to plan lessons and educational strategies according to the provisions of EHA.
However, there are concerns regarding the role of educators in implementing EHA provisions given the collaborative nature of EHA. EHA is built on the need for collaboration among educators and others, yet there are no measures of ensuring the other stakeholders contribute positively towards creation of effective learning programs for children with disabilities.
