Mr. Speaker, I thank the gentleman from Texas for yielding me this time, and I have a tremendous amount of empathy for his personal situation and have spent a great deal of time discussing that and his interest in this bill, as well as the…
Mr. Speaker, I thank the gentleman from Texas for yielding me this time, and I have a tremendous amount of empathy for his personal situation and have spent a great deal of time discussing that and his interest in this bill, as well as the gentleman from Massachusetts, who exhibited, I felt, at the hearing before the Committee on Rules, an understanding of the legislation as well.
I think it is very important that we begin this debate by understanding several background areas. One is that this is legislation which was created in 1975 with the help of a number of people who are still here today. One of those Members is the ranking member on the Committee on Education and the Workforce, and others who put language into this legislation, which I think has held up extraordinarily well over the past 30 or so years. I believe that the services that we provide to our children who have disabilities are tremendous, light years ahead of where we were just 30 years ago.
I believe that Republicans and Democrats alike have worked together every 5 or 6 years in the reauthorization process, and I know it was very difficult 5 or 6 years ago when I went through it in order to put together legislation which will be helpful in improving what we are doing in helping children with disabilities. But I believe that the legislation before us is another step in that direction.
Now, obviously, if this passes today, with some of the amendments which are before us, it will go into a conference with the Senate and may come out somewhat differently. But I would suggest that before the process is done, this may become both bipartisan and perhaps even some improvements in it from where it is at this point today, although I think it is a significant and good piece of legislation today.
I do rise in support of H. Res. 206, which provides for the consideration of H.R. 1350, which is the Improving Results for Children With Disabilities Act of 2003. I offer my thanks to the chairman of the committee, the gentleman from Ohio (Mr. Boehner), for his latitude in making sure that this legislation was worked out. We are very appreciative of that. I also want to thank the chairman of the Committee on Rules, the gentleman from California (Mr. Dreier), and members of the Committee on Rules, particularly the gentleman from Texas (Mr. Sessions), for drafting what I find to be a fair and balanced rule.
I think we need to know the background of that too. For almost 2 years, we have been working to create a balanced piece of legislation to ensure that students with disabilities receive a quality education. In doing so, we have been committed to working with Democrats and parents and educators, and I think that rule today reflects that commitment. This has been an ongoing process, Mr. Speaker, which is exhibited in this rule.
There are a number of amendments that are the result of dialogue we have had with the minority. There are a number of other amendments that did not have to be introduced because we adopted them as part of the legislation. We have a manager's amendment with some technical aspects, which I am sponsoring.
But over the past 18 months, our committee, the House Committee on Education and the Workforce, has held seven different hearings on issues directly relating to the reauthorization of the Individuals With Disabilities on Education Act. And though that is probably not unparalleled, it is a little unusual to have that extensive number of hearings on any legislation in the House of Representatives.
On June 6, 2002, I helped launch a Web-based project called Great IDEAs, designed to solicit input from stakeholders in special education across the Nation. Since that time we have had more than 3,000 responses from teachers, school administrators, parents of children with special needs, and others familiar with the unique needs of children with disabilities and incorporated many of these suggestions into H.R. 1350. So the point on that is there has been a great deal of effort put into the preparation of this legislation and the preparation of the rule which we have before us today.
Turning to the bill, I believe that this bill employs commonsense reforms to reduce the excessive amount of paperwork requirements, and that is the common complaint that we hear from everybody. It improves IDEA to provide greater parent involvement, seeks to reduce litigation, authorizes dramatic funding increases, and improves early intervention strategies.
The excessive amount of paperwork requirement simply, frankly, overwhelms teachers and robs them of valuable time to educate their students. Teachers must have the ability to spend more time in the classroom rather than spending endless hours filling out unnecessary forms. Additionally, these provisions will allow school districts to retain and recruit highly qualified special education teachers.
Throughout the bill we have made improvements to IDEA to provide greater flexibility to parents and greater input in developing the Individualized Education Program, which is known by the acronym IEP, for their child.
The bill gives parents discretion over who attends IEP team meetings, how they are conducted, or whether to have one at all. We have improved the parent training and information centers and the community-parent resource centers to serve as valuable tools for parents trying to work with schools to get a quality education for their child.
This bill seeks to reduce litigation and restore trust between parents and school districts by encouraging the use of alternative means or what we know as dispute resolution. All too often miscommunication damages this relationship and results in proliferation of litigation. Not only is this course of action costly, but it breeds an attitude of distrust.
H.R. 1350 authorizes dramatic increases in funding for special education, creates a clear path to attain full funding of the Federal Government's 40 percent goal within 7 years. Let me go through that carefully. We are going to hear that a lot in the course of the next 4 or 5 hours on the floor. Essentially, after IDEA was created, in the original language it said that the Federal Government will fund up to 40 percent of the cost of the education of these children beyond the normal cost of education. The Federal Government for whatever reasons did not live up to that.
Up until about 7 years ago, the Federal Government was funding 5 or 6 percent of that cost. In the last 7 years, and I am proud that Republicans have been involved with this, although Democrats have been supportive as well, but over the last 7 years, we have increased that dramatically so that instead of funding 5 percent, we are now funding 18 percent.
In this year's budget resolution, that funding number will take us up to 21 percent. The President of the United States has indicated his complete willingness to fund this in rapid increases to get us to that 40 percent in a 7-year glide path. This Congress, in the form of the Committee on Appropriations, has indicated doing it the same way. This is all under the discretionary spending which we have with constant review; and believe me, we need constant review of IDEA which is happening as a result of the fact that it is under discretionary spending. I do not believe when we go to mandatory spending we get those reviews.
I believe that particular commitment to getting there in 7 years is going to work. The mandatory spending side of it, the amendments that we are seeing, although they are not in this particular legislation, have a 6-year path to get us to that 40 percent funding. The real differences are rather minimal in terms of when we would get there, and the commitment to do it. Some Members say we need to do it in a mandatory way or it is not going to happen.
I do not agree with that. I have watched it happen year after year in most of the years that I have been in the Congress of the United States, and it is happening extremely well. I am proud of our record of dramatically increasing this funding for IDEA over the past 7 years and remain committed to building on that impressive record as far as the future is concerned. I am convinced that we are doing the right thing. We will hear a lot about it in a political sense today, but the bottom line is the commitment is there and that is happening.
The bill also improves early intervention strategies. Currently too many children with reading problems are being identified as learning disabled and placed in special education classes they do not necessarily belong in. We have given local school districts the flexibility to use up to 15 percent of their funds for prereferral services for students before they are identified as needing special education. I think that is a very important provision because of some of the overidentification that goes on, particularly in the African American community.
We also attempt to address that question of a disproportionate number of minority students wrongly placed in special education. We encourage school districts to provide positive behavioral interventions and support intensive educational interventions to prevent this overidentification and misidentification.
Mr. Speaker, there is a lot in this legislation. It is very difficult, frankly, to take a significant piece of legislation and be able to comprehend it unless one has lived it for a long time. I will tell Members there are many people who have come to my office and left pictures of their children behind, which I have on my desk in both Wilmington and here in Washington, D.C. There are many Members of Congress who are involved very personally with children with disabilities and are very concerned with what is in this legislation.
Many steps have been taken in order to improve the legislation. We have tried to keep an open mind about amendments and suggestions and will do so through conference in order to help those children who truly need help in our schools. We are proud of our record and the legislation. I believe the Committee on Rules has done an outstanding job of sorting through amendments and preparing for today, and I would encourage everybody to support this rule.
Mr. Chairman, I yield 1 minute to the gentleman from Texas (Mr. Carter), a member of the Committee on Education and the Workforce.
Mr. Chairman, I yield myself 4 minutes.
I rise in strong support of this legislation. Sometimes when we hear debates, we do not get the full significance of what we are doing. We are dealing with a piece of legislation which the chairman and others on the Democrat side have worked very hard on to make educational opportunities better for children with disabilities in this country.
We have been involved for 2 years doing this. We have had 7 hearings, we started a Web site, we had something like 3,000 suggestions on that Web site. We have had many discussions with many people in trying to work out a lot of differences, and there are a lot of problems in dealing with this issue.
I have talked to many, many individual Members, but at the heart of it, this legislation is aimed at trying to help children with disabilities get a better education and help other children being educated in our schools. I thank the parents and children in Delaware, many of whom I have spent time with, and my judgment is this is good legislation, excellent legislation which is going to move us forward.
For too many years children who had disabilities were denied access to education. In 1975 Congress, this House and the Senate, provided that educational opportunity. According to the Department of Education, about 6.6 million students currently participate in these programs across the Nation. Of those, almost 50 percent of the children with disabilities spend 80 percent or more of their day in a regular education classroom. Mr. Chairman, 30 years ago that would not have happened. Probably zero of those children would have spent time in a regular classroom. That is happening today. Each 5 years, we come along in Congress and try to improve that. There is room for improvement.
These are children who are at the greatest risk of being left behind. We have to give children with disabilities access to an education that maximizes their unique abilities and provides them with tools for later successful, productive lives. We must work together to do this in every way we can. This bill aims to improve current law by focusing on improved education results, reducing the paperwork burden for special education teachers, and addressing the problem of overidentification of minority students as disabled.
In addition, the bill seeks to reduce litigation and reform special education financing and funding. One of the great benefits of No Child Left Behind, H.R. 1, is that we have raised expectations and will hold school districts accountable for the annual progress of all of their students, including students with disabilities.
Although we have made great progress in including students with disabilities in regular classrooms, we now must make equally great process in ensuring that they receive a quality education in a regular classroom. We need to align IDEA and No Child Left Behind.
This bill will help reduce the paperwork burden so school districts are able to retain and recruit highly qualified special education teachers. The excessive amount of paperwork currently inherent in special education continues to overwhelm and burden teachers. We hear that from all of them, robbing them of time with their students. Based on that, we have tried to amend the individual education plan without reconvening the entire IEP team at all times. We also establish a rule of construction stating that nothing beyond what is explicitly included in the Act is required in a child's IEP, and requires the secretary to develop model forms for the IEP, something a lot of people asked for.
Secondly, we permit the use of alternative means of meeting participation, such as teleconferencing and videoconferencing.
All of these measures will give teachers the ability to spend more time in classrooms. Furthermore, we are committed to implementing reforms that would reduce the number of students that are misidentified or overrepresented in special ed programs. Minorities are often significantly overrepresented in these programs. In fact, African Americans are nearly 3 times, more likely twice, to be labeled as mentally retarded and almost twice as likely to be labeled emotionally disturbed. Thousands of children are misidentified every year, while many are not identified early enough.
We address these issues in this legislation. By providing these services to children at an earlier age, we can prevent people from being identified as having learning disabilities and help them in their education process. We also seek to reduce litigation, restore trust between parents and school districts, and many other steps have been taken in this legislation that we think are tremendously helpful in improving the opportunities for children with disabilities. I urge Members to support the legislation.
Mr. Chairman, I yield 1 minute to the gentleman from Georgia (Mr. Isakson), a member of the Committee on Education and the Workforce.
Mr. Chairman, I yield 1\1/2\ minutes to the gentleman from Florida (Mr. Keller), a member of the Committee on Education and the Workforce.
Mr. Chairman, I yield 1 minute to the gentleman from South Carolina (Mr. Wilson).
Mr. Chairman, I yield 1 minute to the gentleman from Georgia (Mr. Burns), a member of the committee.
Mr. Chairman, I yield 1 minute to the gentlewoman from Florida (Ms. Ginny Brown-Waite).
Mr. Chairman, I yield such time as he may consume to the gentleman from Ohio (Mr. Gillmor).
(Mr. GILLMOR asked and was given permission to revise and extend his remarks.)
Mr. Chairman, I yield myself 1\1/2\ minutes.
Mr. Chairman, I would like to take this 1\1/2\ minutes to address this issue of funding because I think there has been perhaps a misunderstanding here. Some of it, frankly, is a little bit political; but I think we need to sort of clear the air if we can.
This bill, as we all know, I think, now at this point, was first passed in 1975. From 1975 until 1995, which was a time, frankly, that the Congress was controlled by the Democrats for the most part here, the funding for the Federal share of this never got above 7 percent. Starting in 1996 and thereafter up until now in the year 2003 and then 2004, that funding as the percentage share of the Federal Government, even with the cost-of-living increases and everything else, has gone to 18 percent. The funding in the budget bill for this next year, 2004, which is the yellow line on this chart, is actually at 21 percent, on our way to 40 percent. In this legislation is a guide path by authorization to take that funding to the full 40 percent in 7 years. Even under the mandatory funding bills that those advocates are talking about in terms of handling the funding would not get there for 6 years. It would take an additional $10.2 billion, and everybody realizes that that cannot be done.
This Congress has committed to it. This Republican Party under this President has absolutely committed to doing this, and is making extraordinary gains. In fact, that increase is 282.3 percent in that period of time, from 1996 to 2003. We wish our stocks had increased that much in value. The average yearly funding for IDEA between 1996 and 2003 has grown at 18.6 percent per year. Those are astounding increases for any kind of Federal program, all of which usually increase, at best, at a rate of cost of living.
So, the truth of the matter is, the bottom line is that we have met our responsibilities, and I would encourage everyone to support the legislation.
Mr. Chairman, pursuant to the rule, I offer Amendment No. 1.
Mr. Chairman, I yield 1 minute to the distinguished gentleman from Nebraska (Mr. Osborne), the vice chairman of the Subcommittee on Education Reform.
Mr. Chairman, I yield myself 2 minutes.
Mr. Chairman, first I appreciate the bipartisan support for the amendment. Secondly, I think it would be worth taking this 2 minutes to try to read what is actually in this amendment so we will know what we are voting for.
It is a technical amendment, it clarifies and consolidates a series of GAO reports that were added during the consideration of the bill by the Committee on Education and Workforce.
It redefines the percentage of funds that the State can reserve out of its State level activities for programs designed to serve children with disabilities with high cost, special education-related services needs to reflect the common understanding.
It updates authorization levels that were modified by the fiscal year 2004 budget resolution. This level reflects the increased funding in the fiscal year 2004 budget resolution included for IDEA Part B State Grants.
It clarifies that evaluations are provided to children in the language and form designed to obtain useful information and includes longstanding terminology used throughout the implementing regulations and elsewhere in the Act.
It modifies language in the section prohibiting the Federal control of curriculum to ensure that this exact language is included in the No Child Left Behind Act. This is an important change, by the way, that ensures consistent language addressing local control over the curriculum.
It revises language in the Part D programs to ensure that the needs of limited English-proficient children with disabilities are met through the training of school personnel and effective data collection.
It modifies the section regarding support for captioning programs to enable news programs to be captioned until 2006, which is when Federal Communications Commission requirements require all news programs to be captioned.
These amendments, Mr. Chairman, continue our well-balanced approach toward improving IDEA. As with the remainder of the bill, these improvements will result in improved services for students and improved achievement for students.
I urge my colleagues to adopt this amendment.
Mr. Chairman, I yield 1 minute to the gentlewoman from Illinois (Mrs. Biggert), a member of the committee.
Mr. Chairman, I yield myself the balance of the time.
We have no further speakers, and I think we have 1 minute. I will just close by encouraging all of us to support the technical amendment. I do not think there is any disagreement about that, so we can go on to the other amendments.
Mr. Chairman, I yield back the balance of my time.
Mr. Chairman, I thank the gentleman for yielding me this time. I also want to thank him for his amendment.
I do not want to prolong this debate, because I am in agreement with the other two speakers. But I think it is important to understand the impact of paperwork and the meetings and the whole process of dealing with IDEA. There is not a person in this Chamber who does not wish to help children with disabilities to be educated. But part of the problem is that a lot of the teachers drop out of the system, a lot of them just cannot face all of the bureaucracy that goes along with it. I believe that the Vitter amendment moves strongly in the direction of making sure that we are providing oversight to that and doing that through a GAO report.
I might also, from a personal point of view, just say that I believe it is one of the reasons that I am happy that we do go through this reauthorization process every 5 or 6 years, which is necessary under the discretionary form of spending which we have. I think it is very, very important that we, as Members of Congress, do keep an eye on this. So I do support the amendment, and I encourage all of my colleagues to support it.
Although I do not oppose the amendment, Mr. Chairman, I ask to claim the time in opposition.
Mr. Chairman, I yield myself such time as I may consume.
Mr. Chairman, we have had discussions on this, and it is our judgment that this is an amendment we should support. This clarifies what services are required to be provided by school districts. It specifies that the educational program and services provided under it must be reasonably calculated to provide an educational benefit that enables a child with a disability to access the general curriculum.
Children with disabilities should be provided instruction and services at public expense that meet the State's educational standards for the appropriate grade level that are reasonably calculated to enable the child to make progress in the general education curriculum and advance from grade to grade. That is what both No Child Left Behind and IDEA are really all about.
School districts have to provide the necessary services, but the act does not and should not require school districts to provide all services simply because a service exists that might have some benefit.
Essentially, this has been a matter of litigation, and it has been a matter of some interest. Our judgment is that the amendment encompasses improvements to IDEA. For that reason, I would encourage support for it.
Mr. Chairman, I yield back the balance of my time.
Mr. Chairman, I seek the time in opposition.
Mr. Chairman, I yield myself such time as I may consume.
Let me say that we, on this side, are in support of this amendment. I met, I think it was just yesterday actually, or the day before, but with family groups in Delaware, my home State, where we are concerned about autism; and this actually is one of the very areas they discussed.
We realize these children are very gifted, and we realize this can be very difficult. I happen to believe this is an amendment that has merit and adds to the bill.
Mr. Chairman, I yield such time as he may consume to the gentleman from Indiana (Mr. Burton).
Mr. Chairman, I reserve the balance of my time.
Mr. Chairman, I yield myself the balance of my time just to say that we are in support of the amendment. We actually think it is a very good amendment on this side. We congratulate the gentlewoman, and we hope that everybody will support it.
Mr. Chairman, I yield back the balance of my time.