Special Education

IDEA Reauthorization Speeds Through Committees

By Joetta L. Sack — May 14, 1997 2 min read
  • Save to favorites
  • Print

Washington

Basking in the rare glow of bipartisanship, the House and Senate education committees unanimously approved compromise bills last week to amend the nation’s main special education law.

The Individuals with Disabilities Education Act reauthorization, more than a year overdue already, is now on the legislative fast track and appears poised for final passage in a matter of days.

“Our goal is to pass this and get it to the president by Memorial Day,” said Senate Majority Leader Trent Lott, R-Miss. He added that he would reserve a slot on the Senate’s busy legislative calendar for S216. The chairman of the House education committee, Rep. Bill Goodling, R-Pa., said he expected the House bill, HR 5, to pass May 13.

“This is a strong agreement, and it has the full support of the president and the administration,” added Secretary of Education Richard W. Riley.

Little of the discord that brought the legislative process to a halt last year was evident among the bipartisan group that gathered at a news conference last week to celebrate the IDEA bills’ passage through the two key committees.

The reauthorization legislation would rework the funding formula for grants to states after appropriations reach $4.9 billion, and allow local education agencies to reduce their spending slightly after appropriations pass the $4.1 billion mark. The companion bills also would ease litigation threats by requiring states to set up voluntary mediation systems to settle disputes over the placement of children with disabilities.

The compromise legislation was written in the past two months by Republican and Democrat lawmakers and staff aides, with input from education and disability-rights groups. (“Panels To Consider Compromise Spec. Ed. Bill This Week,” May 7, 1997.)

Smooth Sailing

In the Senate session where committee members examine bills line by line, known as a mark-up, the bill’s actual passage went faster than the accompanying round of thank-you’s and appreciative nods. Members approved a package of technical amendments to clarify portions of the bill, and the House later followed suit.

But Sen. Judd Gregg, R-N.H., said he may propose an amendment on the Senate floor to mandate that the federal government pick up 40 percent of states’ costs to implement the IDEA. Last year’s $3.1 billion appropriation was less than 10 percent of states’ total costs. But at the news conference, Sen. James M. Jeffords, the Vermont Republican who heads the Senate education committee, said Mr. Gregg did not have enough votes to succeed.

Several House committee members raised concerns about provisions in the agreement and the back-room negotiations that created it. Two Democrats claimed they were left out of the process, but Republican leaders asserted that the meetings were open to all. Some committee members withdrew their amendments to ensure that the bill’s quick passage would not be jeopardized.

Aside from winning final passage of the bill, the committee members agreed the next step would be persuading congressional appropriators to find more money for IDEA programs.

Staff Writer Jessica L. Sandham contributed to this report.

Related Tags:

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Reading & Literacy Webinar
Your Questions on the Science of Reading, Answered
Dive into the Science of Reading with K-12 leaders. Discover strategies, policy insights, and more in our webinar.
Content provided by Otus
Mathematics Live Online Discussion A Seat at the Table: Breaking the Cycle: How Districts are Turning around Dismal Math Scores
Math myth: Students just aren't good at it? Join us & learn how districts are boosting math scores.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Achievement Webinar
How To Tackle The Biggest Hurdles To Effective Tutoring
Learn how districts overcome the three biggest challenges to implementing high-impact tutoring with fidelity: time, talent, and funding.
Content provided by Saga Education

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Special Education Download DOWNLOADABLE: Does Your School Use These 10 Dimensions of Student Belonging?
These principles are designed to help schools move from inclusion of students with disabilities in classrooms to true belonging.
1 min read
Image of a group of students meeting with their teacher. One student is giving the teacher a high-five.
Laura Baker/Education Week via Canva
Special Education 5 Tips to Help Students With Disabilities Feel Like They Belong
An expert on fostering a sense of belonging in schools for students with disabilities offers advice on getting started.
4 min read
At Ruby Bridges Elementary School in Woodinville, Wash., special education students are fully a part of the general education classrooms. What that looks like in practice is students together in the same space but learning separately – some students are with the teacher, some with aides, and some are on their own with a tablet. Pictured here on April 2, 2024.
A student works with a staff member at Ruby Bridges Elementary School in Woodinville, Wash. on April 2, 2024. Special education students at the school are fully a part of general education classrooms.
Meron Menghistab for Education Week
Special Education Inside a School That Doesn’t Single Out Students With Special Needs
Students with disabilities at this school near Seattle rarely have to leave mainstream rooms to receive the services they need.
8 min read
During recess at Ruby Bridges Elementary School in Woodinville, Wash., students have cards with objects and words on them so that verbal and nonverbal students can communicate. Pictured here on April 2, 2024.
During recess at Ruby Bridges Elementary School in Woodinville, Wash., students have access to cards with objects and words on them so that verbal and nonverbal students can communicate. Pictured here, a student who has been taught how to lead and use commands with a campus service dog does so under the supervision of a staff member on April 2, 2024.
Meron Menghistab for Education Week
Special Education What the Research Says One Group of Teachers Is Less Likely to Identify Black Students for Special Ed. Why That Matters
Researchers say their findings argue for diversifying the teacher workforce.
4 min read
Full length side view of Black female instructor in mid 40s with hand on shoulder of a Black elementary boy as they stand in corridor and talk.
E+/Getty