In 1997, the Individuals with Disabilities Education Act (IDEA) expanded special education services by mandating that all children with disabilities—regardless of the type or severity of their disability—between the ages of three and 21 years are entitled to FAPE in the least restrictive environment.
That is, children requiring special education must by educated with nondisabled children to the maximum extent possible in an appropriate program to meet their special needs.
Teenage mothers are less likely to finish high school and are more likely than their peers to live in poverty, depend on public assistance, and be in poor health.
Their children are more likely to suffer health and cognitive disadvantages, come in contact with the child welfare and correctional systems, live in poverty, drop out of high school and become teen parents themselves.
These costs add up, according to The National Campaign to Prevent Teen and Unplanned Pregnancy, which estimates that teen childbearing costs taxpayers at least .4 billion annually Adolescents are disproportionately affected by sexually transmitted infections (STIs).
Young people ages 15 to 24 represent 25 percent of the sexually active population, but acquire half of all new STIs, which amounts to 9.8 million new cases a year.
This special education must include a comprehensive screening and diagnosis by a multi-disciplinary team and the development of an annual Individualized Education Plan (IEP) for each student, outlining academic and behavioral goals, services to be provided, and methods of evaluation.
The student's parents must consent to initial screening and must be invited to participate in all phases of the process.
This stipulation that special-needs children be educated in the least restrictive environment led to the practice of mainstreaming, which is the policy of placing special education students in regular classrooms as much as possible and using separate resource rooms where the students receive special tutoring, review, and instruction.
Act 317 (2007) requires 90 minutes of additional physical activity per week for grades K-6, which may include physical education in addition to the general physical education requirement, daily recess, or intramural sports.
General Physical Activity Requirement: No state policy.
Two of the areas grants may focus on are encouraging increased walking and bicycling among students and identification of current and potential walking and bicycling routes to school.
The Department of Transportation is required to report to the Legislature on the impact of the program on rates of bicycling and walking to or from school.: HB 11-1069 (2011) requires each school district board of education to adopt a policy that incorporates a minimum number of minutes of physical activity each month, or each day if the school meets less than 5 days per week, into each elementary school student's schedule.