Mr. Speaker, I did not support this bill, H.R. 1350, when it first came out of our subcommittee and then our full committee and then passed the House. But, since then, there has been a lot of bipartisan effort, and now I believe we can…
Mr. Speaker, I did not support this bill, H.R. 1350, when it first came out of our subcommittee and then our full committee and then passed the House. But, since then, there has been a lot of bipartisan effort, and now I believe we can achieve what we were aiming for.
We can have and will continue to set aside our political differences so that we work together in our children's best interests. For that I thank our conference chairman, the gentleman from Ohio (Mr. Boehner); our ranking member, the gentleman from California (Mr. George Miller); the chairman of my subcommittee, the gentleman from Delaware (Mr. Castle); and the conferees from both the House and the Senate.
I believe that this process, if we follow it, can and must be the standard for the new Congress. Imagine a Congress that puts children before politics. That would be something in and of itself. Today, we are setting an example. We have raised the bar. We have set a standard that together, both sides of the aisle, both the House and the Senate have said, oh, my, let us put children first.
Let us support the rule, support the bill and support the countless students and parents and teachers and school administrators who advocate for children with disabilities who have come to us to make certain that we understand how IDEA works for them and where it does not work. In this bill today we are making a difference in the lives of people who are affected day in and day out by what we will be voting for.
Mr. Speaker, I ask unanimous consent to control the time of the gentleman from California (Mr. Miller).
Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I rise in support of the conference report on H.R. 1350, the Individuals with Disabilities Education Improvement Act of 2004. I did not support this bill when it first passed out of the committee, and I did not support it when it passed out of the House. But now I believe it is an example of what we can achieve when we set aside our political differences and work together in our children's best interests.
For that, I thank my conference chairman, the gentleman from Ohio (Mr. Boehner); our ranking member, the gentleman from California (Mr. Miller); the chairman of my subcommittee, the gentleman from Delaware (Mr. Castle); and the conferees from both Houses. I echo the thanks of the gentleman from California (Mr. Miller) to every one of our staff who have worked so hard. There is not one of us who does not know and believe that, without them, we would not be here today.
But I would also like to thank another group, and that is my Subcommittee on Education Reform dealing with special education. Because my Democratic members of the subcommittee, the gentlewoman from California (Mrs. Davis), the gentleman from Illinois (Mr. Danny Davis), the gentleman from Hawaii (Mr. Case), the gentleman from Arizona (Mr. Grijalva), the gentleman from Wisconsin (Mr. Kind), the gentleman from Ohio (Mr. Kucinich), the gentleman from Maryland (Mr. Van Hollen), and the gentlewoman from Georgia (Ms. Majette), they were my backbone. They came to every single hearing. They participated. They were at every markup. They had their additions and their changes, and they were always keeping me and the subcommittee and the committee in general aware that children are our number one interest, not politics.
I believe that the process we followed here in the House and then with the conference can become and must become the standard for the next Congress. Imagine: A Congress that puts children before politics.
I also want to thank the countless students, parents, teachers, school administrators, and others who advocate for children with disabilities, because that is the group that makes sure that we understood how IDEA works for them, the people who are affected day in and day out by what we are doing today.
In this bill, we have protected the right of a child with a disability not to be punished for conduct she cannot control because of her disability. That does not mean that we are going to give kids with disabilities a free pass to misbehave. What it means is that we are going to make sure they get the support they need so that they can be fully engaged in learning.
We have also protected the rights of parents to play an active and effective role in their children's education. Now, some people might think that those particular provisions pit kids with disabilities and their parents against schools and teachers. I do not. I know that schools and teachers are committed to educating all children and that they believe this bill will help them do just that. I believe it will do just that, also.
For example, we have provided flexibility to ensure that children with disabilities will be taught by highly-qualified teachers. We have provided new opportunities for parents and schools to work out their concerns without having to file complaints. We have provided greater flexibility for parents and schools to change a child's individualized education program without every member of the child's IDP team having to meet and to meet by telephone or other alternative means, if the parent and the school agree.
And I am especially pleased that there is another way this bill will help schools and that is because we have included bipartisan language that I developed along with my colleague, the gentleman from California (Mr. McKeon). The language makes it clear that Federal funds for IDEA go to schools to use for special education, not for States to use to get out of paying for their required funding or not for States to use to solve their general budget problems. That is something that my home State of California has been doing, and according to the American Association of School Administrators, this practice cost California and their schools $120 million in the year 2003 alone. I am going to keep working to see that Congress's intent to stop it is enforced.
I am also going to keep working to see that Congress keeps its promise to fully fund our commitments to IDEA. I am disappointed again that this bill does not require full funding of IDEA now. I know it does over 7 years. I want it now, even though virtually every single member of Congress routinely says that they support full funding. But I am pleased to support this report because I think it is good for parents, teachers, schools, but most importantly because it will help students with disabilities and special needs reach their potential.
I look forward to continuing to work with my colleagues to improve educational opportunities for all of our children and to ensure that the funding required to achieve these goals will be eventually and immediately put into place.
Mr. Speaker, I reserve the balance of my time.
Mr. Speaker, I yield such time as he may consume to the gentleman from Michigan (Mr. Kildee) who was head of this subcommittee when we first started talking about reauthorizing IDEA.
Mr. Speaker, I yield 3 minutes to the gentleman from Massachusetts (Mr. Tierney), a member of the full committee.
Mr. Speaker, I yield 1 minute to the gentlewoman from Georgia (Ms. Majette), who is leaving the committee and who will be missed.
Mr. Speaker, I yield 2 minutes to the gentlewoman from San Diego, California (Mrs. Davis) and want to recognize her as one of the most informed members of our subcommittee.
(Mrs. DAVIS of California asked and was given permission to revise and extend her remarks.)
Mr. Speaker, I yield 3 minutes to the gentleman from New Jersey (Mr. Holt), a member of the full committee.
Mr. Speaker, could you tell me how much time we have remaining on this side?
Mr. Speaker, I yield 1 minute to the gentleman from Illinois (Mr. Davis), the voice of our subcommittee, who represents Illinois.
Mr. Speaker, I yield \1/2\ minute to the gentleman from Rhode Island (Mr. Langevin).