Assessing the new IDEA

NEA Today, May 1999

Few NEA members have devoted more energy to improving the IDEA than Ed Amundson (right), the chair of NEA's Caucus for Educators of Exceptional Children. Over recent years, Amundson has

worked to sensitize federal officials to classroom realities and met regularly with NEA members nationwide to help them answer questions just like these. What's the first thing educators should be doing, now that the IDEA regulations are out?

Educators need to sit down with their special education directors and look at how to deliver services under the law. Faculty and staff also need to educate their administrators about what the law actually says. Do your research, get the information, then form a committee or group to explore how to implement IDEA in the most effective way.

You fought long and hard for new IDEA legislation. In the end, did we get a good law?

The 1997 law definitely has its heart in the right place: providing the best practice and best services for kids. And the law does strengthen and protect the rights of all educational stakeholders in the process-students, teachers, and parents.

The problem is implementation at the state and local levels. We have to be vigilant to make sure the rules are followed. What if administrators skirt the regulations and don't follow the new rules?

Unfortunately, you can't legislate backbone. But there are channels you can go through to make sure your district goes along with what the new law and the new regulations say.

Each state, for instance, has a special monitor in place to make sure districts are complying with the regulations.

But we don't have to depend on state officials to get relief. In cases where administrators won't follow the regulations, educators should do what we do when we have a problem that has nothing to do with IDEA. We should organize, through our local NEA affiliates, to remedy the situation.

So don't be afraid to contact your NEA local if your district is falling short, just as you would contact your local on any other workplace issue.

How can educators more effectively deal with parents in the IEP process?

It's a huge mistake to view parents as adversaries in this process. Parents want what's best for their kids, and all of us as teachers and school staff want what's best for kids as well. We need to work together with parents as a team.

How will the new IDEA regula. tions help educators in the classroom?

I'm urging all my colleagues to get hold of these regulations and educate themselves about the law. Through our Association advocacy, we were able to win a number of good provisions.

Remember, improving IDEA isn't just about improving discipline and paperwork provisions. It's about making a good civil rights law work better for teachers, students, and parents.

What about educators who feel simply overwhelmed by the prospect of reading regulations?

Well, if you're already doing a good job meeting the needs of special education students and have things under control in your classroom, not much is going to change for you with these new regulations. You may not need to take the time to learn more about them.

But if you're frustrated by the way inclusion works now in your school, if you feel under siege, if you are denied the support you need to do a good job for all students, then I think you should pay attention to these new regulations. You'll find that what's here can help you significantly.

Ed Amundson and Diane Shust, NEA's top lobbyist on IDEA issues, are available on the Web all this month to answer your questions about the new IDEA. To pose a question, visit the NEA Today Web site at www. nea.org/neatoday/9905/ ideal and tap in your query. Or you can send E-mail to Amundson at neaseeker@aol.com.