Placement of Students Ages 3-21 with Disabilities Under the Individuals with Disabilities Education Act (IDEA): A Policy Discussion, May 2010

The provision of free appropriate public education (FAPE), an Individualized Education Program (IEP), and the least restrictive environment (LRE) have been important cornerstones of educating students with disabilities since the enactment of the Education of All Handicapped Children Act (EAHCA), Public Law 94-142, in 1975, and its subsequent reauthorizations, the Individuals with Disabilities Education Act (IDEA) in 1990, 1997, and 2004. It is impossible to consider any one of these cornerstones without the others, when determining an appropriate educational placement for a student with a disability. The Iowa Department of Education has identified several practice issues regarding the interplay between FAPE, LRE, and the IEP in placement decisions for students with disabilities. To that end, this document will provide guidance for administrators of local education agencies (LEAs) and area education agencies (AEAs), as well as IEP teams (or other placement teams) within Iowa LEAs and AEAs when making placement decisions for eligible children with disabilities. This guidance will specifically discuss ten LRE and FAPE placement/program policy questions that have been identified by the Iowa Department of Education as needing attention. The policy discussions are consistent with the legal provisions of the 2004 reauthorization of IDEA (IDEA 2004) and its 2006 final federal implementing regulations issued by the U.S. Department of Education, Office of Special Education Programs (OSEP). This document is also consistent with the Iowa Administrative Rules of Special Education (2007) [hereinafter “Iowa Rules”]. In addition, the term local education agency (LEA) is used interchangeably for school district throughout this document. Prior to the discussion of specific policy questions, a federal and state legal framework for providing FAPE for students with disabilities within the LRE is briefly outlined. Pertinent FAPE and LRE court decisions that impact Iowa LEAs and AEAs are also included within Section II.

Couple conjugal et couple co-parental: quelle articulation lors de la transition à la parentalité ?

La venue d'un premier enfant implique d'importants remaniements. Le couple conjugal est mis à rude épreuve et la littérature anglo-saxonne fait état d'une baisse de la satisfaction conjugale durant la période de transition à la parentalité. De plus, au couple conjugal s'ajoutent le couple co-parental (relations entre les parents à propos de leur enfant) et les dyades parentales (parent/enfant). L'articulation entre les sous-systèmes conjugal, co-parental et parental va varier d'une famille à l'autre : prépondérance du parental ou du conjugal, présence d'un co-parentage soutenant ou non, etc. La baisse de la satisfaction conjugale lors de la transition à la parentalité est confirmée dans une étude réalisée en Suisse et présentée dans cet article. Des vignettes cliniques de jeux familiaux illustrent ensuite les différentes articulations possibles du conjugal, du co-parental et du familial. The birth of a first child implies important reorganizations. The marital relationship is under stress and Anglo-Saxon literature shows that there is a decrease of the marital satisfaction during the transition to parenthood. Moreover, when partners become parents, coparenting (relationship between the parents regarding their child) and parental dyads (parent-infant) are added to the marital relationship. The articulation between the conjugal, coparental and parental sub-systems varies from one family to the other : preponderance of the parental or the conjugal subsystem, presence of a supportive co-parenting or not, etc. The decrease of the marital satisfaction during the transition to parenthood is confirmed in a Swiss study and described in this article. Descriptions of family games illustrate then the different possible articulations of the conjugal, coparental and parental subsystems.