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Introduction

Everyone who works in a public school today knows that paraeducators play a major role in educating students with disabilities. The Individuals with Disabilities Education Improvement Act (commonly referred to as IDEA 2004) also recognizes the important role that paraeducators have in providing services to students with disabilities.

The purpose of this booklet is to provide paraeducators and Association leaders and staff with information about IDEA 2004 that can be used to build knowledge and skills for advocacy. IDEA 2004 guarantees a free, appropriate public education for all students, regardless of the nature or severity of their disabilities. IDEA 2004 is important to paraeducators for many reasons, the most important being:

• It continues to recognize the role of paraeducators in providing services to students with disabilities. Prior to the 1997 amendments, there was no recognition of that role in the federal legislation.
• It highlights the necessity for standards in the training and supervision of paraeducators.
• It supports the involvement of paraeducators as part of the team that provides educational services to children with disabilities.
• It encourages professional development opportunities for paraeducators

Why This Topic Is Important to Paraeducators

  Too often in education, unexplained terms and jargon are used that can undermine effective communication. Even worse, terms and acronyms are sometimes used inappropriately. When people find themselves unsure of what a term or phrase means, they may hesitate to ask for clarification so as not to appear uninformed.

You want to be sure you are doing your job properly. An understanding of the commonly used terms found in IDEA 2004 will help you discuss and share information relevant to students with disabilities. You should familiarize your self with the glossary in the following section.

How to Understand IDEA 2004—A Short Glossary of Terms

Assistive technology device —any item, piece of equipment, or product system—whether acquired commercially off the shelf, modified, or customized—that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted or the replacement of that device.

Assistive technology service —any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device. This term covers:

• Evaluating the needs of the student, including a functional evaluation of the student in his or her customary environment.
• Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such student.
• Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices.
• Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs.
• Providing training or technical assistance for a child with a disability, or, where appropriate, the family of the child.
• Providing