Improving Education Results For Children With Disabilities Act Of 2003
Mr. Chairman, I commend the gentleman from Delaware (Mr. Castle) and his great work on this bill. I have heard from a lot of Members about their concerns about the alignment of No Child Left Behind in IDEA. If there is ever a child that…
Mr. Chairman, I commend the gentleman from Delaware (Mr. Castle) and his great work on this bill. I have heard from a lot of Members about their concerns about the alignment of No Child Left Behind in IDEA. If there is ever a child that should not be left behind, it is a child with disabilities.
We are ensuring through this legislation and No Child Left Behind that goals are aligned, that we have meaningful goals and standards for children with disabilities, and that we give them meaningful assessments to determine whether schools need improvement. And then if that determination is made, we provide additional funds through subgrants so local education agencies can fund professional and staff development for special education and regular teachers alike who teach our children with disabilities.
If Members are for children with disabilities and the improvement of their education, if Members are for lifting their sights and raising standards, if Members are for funding professional and necessary staff development, Members should be for this bill, and I urge all Members to vote in favor of it.
Mr. Chairman, I thank the gentleman for yielding time to me.
Mr. Chairman, it may have been about choice the other day, it may have been about options the other day; it is about children today. No lesser authority than the United States Supreme Court has authorized the portability of Federal funds for students with special education needs.
There is not a Member of this body that does not represent a State that does not have students whose tuition to private schools is paid in full under their eligibility because of IDEA and because the State determines that it cannot meet the needs of those children.
This is not about mandating choice to a parent. This is about giving the option of portability to a public school system that determines that might be necessary in a special ed case; for example, a student with severe hearing disability who goes on to an audio trainer in a rural system who might be able to serve a semester or a year in another institution to learn how to use that audio trainer; or a cerebral palsy student profoundly disabled and handicapped who, through assistive technology, may have the ability to learn how to function in the public school classroom.
Should we say no if a State makes that determination, and a parent chooses, to send most of the money which is theirs, the State's, to follow that student? I think not.
I understand the legitimate debate, and I understand the smokescreens; but I married a special education teacher. I worked all my life with handicapped children. I am not for blind programs that seem to fix things that do not; but I am 100 percent for the flexibility to address the uniquely specified needs, sometimes only temporarily, on behalf of a child who deserves the opportunity to enjoy the richness of life that every one of us without those disabilities enjoys right now in this House.
It is an effort to make a start. It is not a mandate; it is permissive. It is about children and their parents and a better life for both of them.