The integration of legislation in the education sector was initiated to ensure that learners from all backgrounds, irrespective of their physical condition, have equal access to education. Such legislation that has been influential includes the Disabilities Education Act (IDEA), the No Child Left Behind Act (NCLB), and the Every Student Succeeds Act (ESSA), which has been instrumental in advocating for equal opportunities in education. The legislation creates a platform where every learner can be provided with an equal opportunity to pursue their dreams, and in the process, it empowers the instructors to be educated to deliver their mandate without exclusion. Such an environment ensures systematic barriers are effectively addressed, creating a generation enthusiastic about achieving their goals and nationwide growth (Green et al., 2021). This study assesses the essential components of IDEA, NCLB, and ESSA legislation regarding disability learning. It ultimately provides a reflection on how the legislation is informed and supported by cognitive development, education, and intelligence theories.
The Disabilities Education Act (IDEA) was enacted in 1975 to ensure that learners with disabilities are accorded free education that aligns with their capabilities and needs. This implies that learners, irrespective of their background and ethnicity, are accorded education, and their right to learn is upheld. However, it is essential to note that the law only integrates thirteen specific types of disabilities, implying that a child ought to be within the required range to be protected by the Act. A child who is protected by the Act ought to have produced evidence showing that the disability they possess interferes with their capability to learn (Lipkin et al., 2015). The Act plays a pivotal role among the parents who have disabled children, as it ensures they are not segregated and rather accorded the required education similar to others.
As such, no child is left behind in the learning process, as they are treated favourably in pursuing their life goals. IDEA governs how the states and public agencies respond to deserving children’s early interventions in their pursuit of education and access to special education. The acts incorporate formula grants that support special education and discretionary grants with the objective of funding research and development, assistance, and technology development (Lipkin et al., 2015). Major types of disabilities covered include a child who exhibited a specific learning disability, other health impairments, autism spectrum disorder, emotional disturbance, and visual impairment, among others.
The No Child Left Behind Act (NCLB) aims to provide children with fair and equitable opportunities to access higher education, irrespective of their cross-cultural background, geographical location, gender, and race, among other factors. The law is founded on a student’s test scores from a statewide test granted to learners in grades three and eight. The major goal of the Act is to ensure that learners are accorded the necessary funding to pursue higher levels of education, especially those in level-one schools. This is aimed at ensuring there are equal opportunities for everyone and providing equal education services that align with the government mandate (Green et al., 2021). The Act does not define specific criteria for covering children; the school involved ought to demonstrate progress for all learners and, in the process, incorporate learning with disabilities into the framework.
Every Student Succeeds Act (ESSA) was enacted in 2015 to eliminate the NCLB Act because many parents and instructors deemed it ineffective in addressing the needs of the current learners. The current education model relies heavily on evidence-based practice and other associated interventions. As such, every learning institution has an obligation to ensure learners are adequately provided for higher learning, especially in college and furthering individual studies. The annual statewide testing is integrated to determine the status of the learners, assess their situation, and aid in developing an excellent learning experience (Cook-Harvey et al., 2016). The Act stresses the significance of ensuring accountability and academic achievement for all learners, irrespective of their status and inabilities. The Act provides an opportunity to act on behalf of five at-risk student populations, which include learners with disabilities, youth migrants, learners in the foster care system, English learners, and homeless youths. The oversight role of the legislation aims to alleviate systemic and structural bottlenecks and mitigate the possibility of interfering with school attendance. As a result, the oversight role is incorporated alongside policies and practices to inform the practice.
Cognitive development, learning, and intelligence theories heavily inform the IDEA, NCLB, and ESSA Acts. The laws are definite on the significance of ensuring every learner is accorded an education plan for the learner with a disability. Aligning with the cognitive development theory, the acts recognize that every learner features specific needs, capabilities, and challenges based on their cognitive development, requiring targeted instructional techniques (Mossler & Ziegler, 2016). Taking into consideration the learning theory, differentiated instructions cultivate a platform where the laws associated with special education can be fully developed and implemented.
Learners have a plethora of learning methods, although at their distinct paces and rates. They stress the importance of creating an effective environment where instructional materials meet the desired needs. The laws are also instrumental in developing inclusive education practices that consider intelligence theories. This is achieved by recognizing the sophisticated nature of intelligence, stressing the importance of cultivating an environment where learners with disabilities can participate fully, akin to other learners, resulting in a culture where they support each other. The early interception and subsequent support of learners with disabilities depict a comprehensive understanding of the essential role of early cognitive development (Mossler & Ziegler, 2016). Early intervention practices are adopted to mitigate the delays associated with growth, disabilities, and other learning challenges that can surface, minimizing the probability of excellent academic achievement.
The laws are heavily focused on the integration of evidence-based practices in ensuring the effectiveness of special education, an aspect that is founded on cognitive development research, learning theories, and efficient instructional techniques. As such, the interventions and approaches adopted are founded on scientific principles illustrating their effectiveness in supporting learners (Mossler & Ziegler, 2016). For instance, IDEA endorses the integration of assistive technological tools and devices that serve to promote the learning process for disabled learners (Lipkin et al., 2015). This aligns with the intelligence theories that stress the significance of ensuring appropriate tools and resources are incorporated to advance the learner’s cognitive development and learning process. Technology can aid disabled learners in accessing vital information and communicating with others, effectively immersing them in education-related activities.
IDEA, NCLB, and ESSA legislation play a pivotal role in addressing the education needs of disabled students by giving them an equal learning opportunity with others while promoting growth and development. The laws are informed by cognitive development, learning, and intelligence theories, as they are heavily invested in learners acquiring sufficient information that determines their focus and development into the future. The developers of the legislation were significantly focused on actual learning through the integration of test scores, resulting in elevated graduates in learning institutions, implying that the number of dropouts decreased tremendously. As such, integrating the theories ensures disabled students are accorded meaningful educational experiences that align with their needs, strengths, and capabilities, resulting in academic and individual growth.
Cook-Harvey, C. M., Darling-Hammond, L., Lam, L., Mercer, C., & Roc, M. (2016). Equity and ESSA: Leveraging Educational Opportunity through the Every Student Succeeds Act. Learning Policy Institute.
Green, A. L., McKenzie, J., Lewis, T. J., & Poch, A. L. (2021). From NCLB to ESSA: Implications for teacher preparation and policy. Journal of Disability Policy Studies, 32(3), 204–211.
Lipkin, P. H., Okamoto, J., Council on Children with Disabilities and Council on School Health, Norwood Jr, K. W., Adams, R. C., Brei, T. J., … & Young, T. (2015). The Individuals with disabilities education act (IDEA) for children with special educational needs. Pediatrics, 136(6), e1650-e1662.
Mossler, R. A., & Ziegler, M. (2016). Understanding Development: A Lifespan Perspective. San Diego, CA: Bridgepoint Education, Inc