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Individuals with Disabilities Education Act - Part B (IDEA-B), Section 611 and 619 – Special Education - Grants to States is sponsored by South Carolina Department of Education (Federal: U.S. Department of Education). This federal formula grant program provides funding to Local Education Agencies (LEAs) to supplement and/or increase the level of special education and related services provided to eligible students with disabilities aged 3 through 21 who are enrolled in special education progra…
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[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)Background The Individuals with Disabilities Education Act (IDEA) is the main federal statute governing special education and early intervention services for children with disabilities from birth through age 21.
1 IDEA consists of four parts. Part A contains general provisions, including the purposes of the act and definitions. Part B contains provisions relating to the education of school aged children (the grants-to-states program; Section 611) and the state grants program for preschool children with disabilities (Section 619).
Part C authorizes state grants for programs serving infants and toddlers with disabilities. Part D contains the requirements for various national activities designed to improve the education of children with disabilities. **[](https://www.
congress. gov/crs-product/R41833#_Ref284919053)****Table 1** shows the structure and funding of IDEA. **Appendix A** provides a more detailed summary of each of the four parts.
The grant programs authorized under Part B of the IDEA provide federal funding to state educational agencies (SEAs) and local educational agencies (LEAs) to support the provision of special education and related services to children with disabilities ages 3 through 21. Under Part B of the IDEA, a series of conditions are attached to the receipt of grant funds.
These conditions aim to provide certain educational and procedural guarantees for children with disabilities and their families. The primary purpose of the IDEA is to ensure that each child with a disability is provided a free appropriate public education (FAPE; i.e., specially designed instruction, provided at no cost to parents, that meets the needs of a child with a disability). 2(1)(A), IDEA §601(d)(1)(A).")
Thus, the IDEA both protects the rights of children with disabilities to a FAPE and supplements state and local funding to pay for some of the additional or excess costs of educating children with disabilities. IDEA is administered by the Office of Special Education Programs (OSEP) in the Office of Special Education and Rehabilitative Services (OSERS) in the Department of Education (ED).
In the 2023-2024 school year (SY), approximately 7. 9 million children with disabilities ages 3 through 21 received special education and related services under Part B of the IDEA. 3: \"IDEA Part B Child Count and Educational Environments Collection,\" 202 3 -202 4 , \" Number of children and students served under IDEA, Part B, by age group and state: 202 3 -2 4 , \" Table 1 , Washington, DC, 2024, https://data.
ed. gov/dataset/idea-section-618-data-products-static-tables-part-b-count-environ-table1/resources .") Approximately 15.
9% of all public school students in pre-kindergarten through 12 th grade received IDEA services during SY2023-2024. 4 database, https://data. ed.
gov/dataset/idea-section-618-state-part-b-child-count-and-educational-environments/resources ; and National Center for Education Statistics, Common Core of Data (CCD), \" State Nonfiscal Survey of Public Elementary/Secondary Education, \" 2023 - 20 24 .") IDEA was originally enacted in 1975 as the Education for All Handicapped Children Act, P. L.
94-142. 5 At that time, Congress found that more than half of all children with disabilities were not receiving appropriate educational services and that 1 million children with disabilities were excluded entirely from the public school system.
Further, Congress found that many of the children participating in regular school programs were prevented from having a successful educational experience because their disabilities were undiagnosed. 6.") In addition to the awareness of the difficulties faced by children with disabilities, there were three other factors that precipitated the enactment of P.
L. 94-142: (1) judicial decisions that found constitutional requirements for the education of children with disabilities, (2) the inability of states and localities to fund education for children with disabilities, and (3) potential long-term benefits of educating children with disabilities. Since 1975, IDEA has been the subject of numerous reauthorizations to extend services and rights to children with disabilities.
The most recent reauthorization was P. L. 108-446 in 2004.
7: Analysis of Changes Made by P. L. 108-446 (available to congressional clients upon request).")
Funding for Part B, Assistance for Education of all Children with Disabilities, is permanently authorized. Funding for Part C, Infants and Toddlers with Disabilities, and Part D, National Activities, was authorized through FY2011. 8.
Funding for the programs continues to be authorized through annual appropriations.") Funding for these programs continues to be provided through annual appropriations acts. [](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)Table 1.
Structure and Funding of IDEA (funding in thousands of dollars) IDEA Part Description FY2025 Funding Percentage of Total IDEA Funding Part A—General Provisions Includes findings, purposes, and definitions—— Part B—Assistance for Education of all Children with Disabilities Contains provisions relating to the education of school aged children (the grants-to-states program, §611) and state grants program for preschool children with disabilities (§619)$14,633,704[](https://www.
congress. gov/crs-product/R41833#_Ref294082605)a 94. 8% Part C—Infants and Toddlers with Disabilities Authorizes state grants for programs serving infants and toddlers with disabilities$540,000 3.
5% Part D—National Activities to Improve Education of Children with Disabilities Contains the requirements for various national activities$257,560 1. 7% **IDEA Total****$****15,4****31****,264****100%** **Source:**Prepared by CRS based on a review of the IDEA. Funding amounts are from the FY2024 Further Consolidated Appropriations Act Explanatory Statement, _Congressional Record_ (Part II), pp.
H2051-H2052; and P. L. 119-4, Full-Year Continuing Appropriations and Extensions Act, 2025.
a. [](https://www. congress.
gov/crs-product/R41833)Of this amount, $420. 0 million, or 2. 7% of the total IDEA FY2025 appropriation, was appropriated for the state grants program for preschool children with disabilities (Section 619).
Three of the main purposes of IDEA are (A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; (B) to ensure that the rights of children with disabilities and parents of such children are protected; and (C) to assist states, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities;9(1), IDEA §601(d)(1).")
This report focuses on how these purposes are to be achieved under Part B of the IDEA (hereinafter referred to as "IDEA"). The first purpose is addressed primarily in the "Services for Children with Disabilities" section, the second is addressed in the "Procedural Safeguards" section, and the third is addressed in the "Funding, Expenditure Requirements, and Compliance" section. [](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)Services for Children with Disabilities Children with disabilities receive specially designed instruction and other services to meet their unique needs. This section addresses (1) criteria children must meet to receive services under IDEA, (2) how the children are identified and evaluated, and (3) the procedures for developing an individualized education plan to provide special education and related services.
[](https://www. congress. gov/crs-product/R41833)[](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)Children with Disabilities Categories of Disabilities Intellectual disability10 Other health impairment11 Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sick...")
Specific learning disability Speech or language impairment To be covered under IDEA, a child with a disability must meet two criteria. First, the child must be in one of several categories of disabilities, and second, the child must require special education and related services as a result of the disability in order to benefit from public education. 12(A), IDEA §602(3)(A), and 34 C.
F. R. §300.
8. The statute at §602(3)(B) also permits the state and LEA to include as a child with a disability a child age three through nine, or any subset of that range, who is experiencing developmental delays—as defined by the state and as measured by appropriate diagnostic instruments and procedures—in physical, cognitive, communication, social, emotional, or adaptive development. The child must also require special education and relate...")
If a child meets the two criteria, he or she would be eligible to receive specially designed instruction or special education in which the content or the delivery of the instruction is adapted to the needs of the child. If a child has a disability, but does not require special education to benefit from public education, he or she would not be covered under IDEA.
The child might be covered, however, under two other acts that address the rights of individuals with disabilities: Section 504 of the Rehabilitation Act13 and the Americans with Disabilities Act (ADA).
14 These two acts provide broad nondiscrimination protection not limited to education and have identical functional definitions of disability (i.e., disabilities related to such functions as seeing, hearing, walking, thinking) rather than the categorical definition used in the IDEA.
"Several of the most common disabilities of students included under Section 504 and the ADA, but not always covered under IDEA, are attention deficit hyperactivity disorder (ADHD), diabetes, and asthma." 15.") **Figure 1** shows the distribution of students with disabilities ages 3 through 21 who were receiving special education and related services in the fall of 2022.
Almost a third of students with disabilities served under IDEA Part B have specific learning disabilities (SLDs). 16(A), IDEA §601(30)(A).") Learning disabilities include such conditions as dyslexia, dysgraphia, perceptual disabilities, and developmental aphasia.
17(B), IDEA §601(30)(B). Specific learning disabilities do not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability ; of emotional disturbance; or of environmental, cultural, or economic disadvantage. 20 U.S.C .
§1401(30)(C), IDEA §601(30)(C).") [](https://www. congress.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)Figure 1.
Disability Distribution for Students Ages 3 through 21 Receiving Special Education and Related Services Under IDEA, Part B: 2023-2024 **Source:**U.S. Department of Education, EDFacts Data Warehouse (EDW): "IDEA Part B Child Count and Educational Environments Collection," 2023-2024, "Number of children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by disability and state: 2023-2024," Table 2 and "Number of students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by disability and state: 2023-2024," Table 3, https://data.
ed. gov/dataset/idea-section-618-data-products-static-tables-part-b. **Notes:**Percentages may not add to 100% because of rounding.
The total number of students is 7. 9 million**. ** "Developmental Delay" is a disability category that may be used at the discretion of the states for children ages 3 through 9 years old who are experiencing developmental delays in "one or more of the following areas: physical development; cognitive development; communication development; social or emotional development; or adaptive development."
IDEA §602(3)(B). "All other disabilities combined" include multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, deaf-blindness, and traumatic brain injury. [](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)Free Appropriate Public Education (FAPE) All children with disabilities receiving special education or related services under IDEA between the ages of 3 and 21, inclusive, residing in a state are entitled to FAPE.
18 children ages 3, 4, 5, 18, 19, 20, or 21 in a state that does not provide a public education to children of those ages ; (2) children ages 18 through 21 incarcerated in an adult correctional facility who were not identified as children with disabilities in their last educational placement; and (3) children with disabilities who have graduated from high school with a regular high school diploma.")
The term "free appropriate public education" means special education and related services that—(A) have been provided at public expense, under public supervision and direction, and without charge; (B) meet the standards of the state educational agency; (C) include an appropriate preschool, elementary school, or secondary school education in the state involved; and (D) are provided in conformity with the individualized education program required under section 614(d) [Individualized Education Programs (IEP)].
19, IDEA §601(9). For more information on FAPE, see CRS Report R48068, The Rights of Students with Disabilities Under the IDEA, Section 504, and the ADA .") FAPE must be made available to all children with disabilities who qualify for special education and related services, including children who have been suspended or expelled from school.
20.") [](https://www. congress.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)The Individualized Education Program (IEP) FAPE is implemented through the IEP, which is the program plan that lays out how the LEA will provide special education and related services to each child with a disability.
The IEP is developed by an IEP team composed of school personnel and parents. In general, the IEP team must consider the strengths of the child; the concerns of the parents; the results of the initial evaluation (or most recent evaluation); and the academic, developmental, and functional needs of the child. 21(3)(A), IDEA §614 (d)(3)(A).")
The IEP team meets at least once a year to review the IEP to determine if goals are being met and to make necessary changes. 22(4), IDEA §614 (d)(4).") The team must meet to develop the initial IEP for a child within 30 days of determining that the child needs special education and related services.
In addition, as soon as possible following the development of the IEP, special education and related services must be made available to the child in accordance with the IEP. 23.") [](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)Content of IEP24(1)(A), IDEA §614 (d)(1)(A).")
Specifically, IDEA requires that the IEP include the following: * the child's present levels of academic achievement and functional performance; * measurable annual goals, including academic and functional goals, designed to * meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and * meet each of the child's other educational needs that result from the child's disability; * how the child's progress toward meeting the above annual goals will be measured and when periodic reports on the progress the child is making toward meeting the annual goals will be provided; * the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and the program modifications or supports for school personnel that will be provided for the child to * advance appropriately toward attaining the annual goals; * be involved in and make progress in the general education curriculum and participate in extracurricular and other nonacademic activities; and * be educated and participate with other children with disabilities and nondisabled children; * the extent, if any, to which the child will not participate with nondisabled children in the regular class; * any individual appropriate accommodations25 that are necessary to measure the academic achievement and functional performance of the child on state and district-wide assessments; if the IEP team determines that the child will take an alternate assessment on a particular state or district-wide assessment of student achievement, the IEP should detail why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child;26 and * the projected date for the beginning of the assessments and their frequency, location, and duration.
In addition, beginning not later than when the first IEP is in effect when the child is 16 and updated annually thereafter, the IEP must include appropriate measurable postsecondary goals related to training, education, employment, and, where appropriate, independent living skills and the transition services27, IDEA §602(34), transition services mean a coordinated set of activities for a child with a disability that—(A) is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), contin...")
needed to assist the child in reaching those goals. [](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)[](https://www.
congress. gov/crs-product/R41833)[](https://www. congress.
gov/crs-product/R41833)The IEP Team28(1)(B), IDEA §614 (d)(1)(B).") Each child identified as a child with a disability must have an IEP developed by an IEP team.
In general, the composition of the team includes * the parents of the child with a disability; * one or more regular education teachers, if the child is or may be participating in the regular education environment; * one or more special education teachers; * a representative of the LEA who is qualified to provide or supervise the provision of special education, knowledgeable about the general education curriculum, and knowledgeable about the availability of resources of the LEA; * an individual who can interpret the instructional implications of evaluation results; * at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel, as appropriate; and * whenever appropriate, the child with a disability.
29(1).") [](https://www. congress.
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congress. gov/crs-product/R41833)Identification and Evaluation [](https://www. congress.
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gov/crs-product/R41833)Identifying and Evaluating a Child with a Disability The first step in providing FAPE to children with disabilities is identifying them. Each state must have in effect policies and procedures to ensure that all children with disabilities residing in the state who are in need of special education and related services are identified, located, and evaluated.
These policies and procedures are referred to in statute as "child find." 30(3), IDEA §612(a)(3).") The children include those with disabilities who are * homeless or wards of the state, * attending private schools, * suspected of having a disability, and * highly mobile children, including migrant children.
A child who has been identified as having (or possibly having) a disability must be evaluated by the LEA31 before receiving special education and related services to determine whether a child is a child with a disability and to determine the educational needs of the child. 32, IDEA §6 14(a). This subsection contains the requirements for evaluations, parental consent, and reevaluations.")
Either the parent or the LEA may request an initial evaluation. 33 and §615(c)(1) of the act, which explains, among other things, why the public agency refuses to conduct an initial evaluation and the information that was used as the basis to make that decision. The parent may challenge such a refusal by requesting a due process hea...")
In general, the LEA must obtain informed consent from the parent before conducting an initial evaluation. 34 Parental consent for an evaluation cannot be construed as consent for special education and related services. 35, IDEA §615(d).
For further information on procedural safeguards, see the \" Procedural Safeguards \" section in this report.") The initial evaluation must take place within 60 days of receiving parental consent or within an alternative time frame established by the state. 36(1), IDEA §614 (a)(1).")
In conducting the initial evaluation, the LEA must * use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information, including information provided by the parent; * use multiple measures or assessments as the criteria for determining whether a child is a child with a disability or determining an appropriate educational program for the child; and * use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.
37(2), IDEA §614 (b)(2).") In addition, assessments and other evaluation materials used to assess a child must be selected and administered so as not to be discriminatory on a racial or cultural basis. They must also be provided and administered in the language and form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally.
38(3), IDEA §614 (b)(3).") Upon completion of the evaluation, the determination of whether the child is a child with a disability is made and the educational needs of the child are decided by the child's IEP team, which should include qualified professionals and the child's parent or guardian. 39(4)(A), IDEA §614 (b)(4)(A).")
A copy of the evaluation report and the documentation of determination of eligibility must be provided to the parent. 40(4)(B), IDEA §614 (b)(4)(B).") In making a determination of eligibility, a child shall not be determined to be a child with a disability if the determinant factor is lack of appropriate instruction in reading, lack of instruction in math, or limited English proficiency.
41(5), IDEA §614(b)(5).") Reevaluations are required if the child's teacher or parent makes a request or if the LEA determines that the child's educational and service needs, academic achievement, or functional performance warrant a reevaluation.
For example, a reevaluation might be warranted if the child's performance in school significantly improves, suggesting that he or she no longer requires special education and related services, or if the child is not making progress toward the goals in his or her IEP, indicating that changes are needed in the education or related services the LEA is providing.
In general, parental consent is required for reevaluations as well as for the initial evaluation. 42.") In addition, the LEA cannot change the eligibility of a child until a reevaluation is done, unless the child graduates from high school with a regular diploma or reaches the age at which state law no longer provides for FAPE.
43(5), IDEA §614(c)(5).") A reevaluation may not be done more than once a year unless the parent and LEA agree to an additional reevaluation, and a reevaluation must be done at least once every three years, unless the parent and the LEA agree that a reevaluation is not necessary. 44(2), IDEA §614(a)(2).")
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congress. gov/crs-product/R41833)Identifying and Evaluating a Child with a Specific Learning Disability (SLD) As noted above, more than a third of children ages 3 through 21 receiving special education and related services under IDEA have SLDs. It is therefore worth noting the procedures required for identifying a child with an SLD.
In addition to the procedures addressed above for identifying a child with a disability, the statute and regulations allow additional procedures. 45(6), IDEA §614(b)(6), and 34 C. F.
R. §300. 307 through §300.
311.") In general, a state must adopt criteria for determining whether a child has an SLD, and an LEA must use the state criteria. 46 The state criteria cannot require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has an SLD;47(6)(A), IDEA §614 (b)(6)(A), and 34 C.
F. R. §300.
307(a)(1). The Senate report ( S. Rept.
108-185 ) in considering the 2004 amendments to IDEA explains the rationale for this provision: The committee believes that the IQ-achievement discrepancy formula, which considers whether a child has a severe discrepancy between achievement and intellectual ability, should not be a requirement for determining eligibility under the IDEA. There is no evidence that the IQ-achievement disc...")
must permit the use of a process based on the child's response to scientific, research-based intervention;48(6)(B), IDEA §614 (b)(6)(B).") and may permit the use of other alternative research-based procedures for determining whether a child has an SLD. 49(3).
In ED's analysis of comments and changes to the final regulations at 71 Federal Register 46648 , August 14, 2006, ED elaborates on this criterion by stating: \"For example, a state could choose to identify children based on absolute low achievement and consideration of exclusionary factors as one criterion for eligibility. Other alternatives might combine features of different models for identification.
\"") In general, the group members who determine whether a child has an SLD must include the child's parents, the child's regular education teacher, and at least one person qualified to conduct individual diagnostic examinations of children (e.g., a school psychologist, speech-language pathologist, or remedial reading teacher). 50 The group may determine that a child has an SLD if three criteria are met:51.")
* The child does not achieve adequately for the child's age or meet state-approved grade-level standards in one or more of eight areas52 when provided with learning experiences and instruction appropriate for the child's age or state-approved grade-level standards.
* The child either does not make sufficient progress to meet age or state-approved grade-level standards in one or more of the eight areas when using a process based on the child's response to scientific, research-based intervention; or the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, state-approved grade-level standards, or intellectual development that is determined by the group to be relevant to the identification of an SLD.
* If the child is found to have an SLD, it is not primarily the result of a visual, hearing, or motor disability; intellectual disability; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency.
To ensure that underachievement in a child suspected of having an SLD is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation, (1) data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and (2) data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child's parents.
53.") If prior to a referral for an evaluation, a child has not made adequate progress after an appropriate period of time when provided instruction, an LEA must promptly request parental consent to evaluate the child. 54.
In ED's analysis of comments and changes to the final regulations at 71 Federal Register 46658 (August 14, 2006), ED addresses the issue of \"an appropriate period of time\" by stating \"Instructional models vary in terms of the length of time required for the intervention to have the intended effect on a child's progress.
It would not be appropriate for the Department to establish timelines … because doing so would make it difficult for LEAs to implement models specific...") The regulations also specify that the child must be observed in the child's learning environment to document the child's academic performance and behavior in the areas of difficulty.
55 Finally, the regulations detail the specific documentation for determining eligibility for a child suspected of having an SLD. 56 [](https://www. congress.
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gov/crs-product/R41833)Special Education and Related Services The provision of special education and related services is a key component of FAPE.
Special education means "specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including—(A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and (B) instruction in physical education." 57, IDEA §602(29), and 34 C. F.
R. §300. 39.")
Specially designed instruction, which is delineated in the IEP, means that the content, methodology, or delivery of instruction is adapted to address the unique needs of the child that result from the child's disability. The instruction must ensure the child's access to the general curriculum, so that the child can meet the educational standards that apply to all children.
While specially designed instruction is provided at no cost to parents, parents can be required to pay any incidental fees that are normally charged to nondisabled students or their parents as a part of the regular education program. 58(1).") In general, related services are transportation and those developmental, corrective, and other supportive services required to help a child with a disability to benefit from special education.
Both the statute and federal regulations define related services and provide a list of related services. 59, IDEA §602(26), and 34 C. F.
R. §300. 34 .
In addition to defining the term related services , t he IDEA regulations define the individual related services , which are listed but not defined in statute .") The regulations also further define the services that may be provided to a child with a disability. The list is not exhaustive; other related services could be provided to a child with a disability.
Related services include the following: * speech-language pathology and audiology services; * interpreting services for children who are deaf, hard of hearing, or deaf-blind; * psychological services; * physical therapy and occupational therapy; * recreation, including therapeutic recreation; * social work services in schools; * school health services and school nurse services; * counseling services, including rehabilitation counseling; * orientation and mobility services provided to blind or visually impaired children; * parent counseling and training; * medical services for diagnostic and evaluation purposes only; and * early identification and assessment of disabilities through the implementation of a formal plan for identifying a disability.
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gov/crs-product/R41833)Coordinated Early Intervening Services (CEIS) With some restrictions, LEAs may use up to 15% of their allocations60 provisions. See the \" Maintenance of Effort \" section for further explanation.")
"to develop and implement coordinated, early intervening services, which may include interagency financing structures, for students in kindergarten through grade 12 (with a particular emphasis on students in kindergarten through grade 3) who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment." 61, P. L.
107-110 §613(f). Coordinated Early Intervening Services (CEIS), also referred to in statute as Early Intervening Serving (EIS), should not be confused with Early Intervention Services (EIS) authorized under Part C of IDEA.
Part C, EIS, defined in Section 632(4), is for infants and toddlers with disabilities, while Part B CEIS is for students who are not currently identified as having disabilities but need additional support to succeed in a general education enviro...") The provision of CEIS may not, however, delay an appropriate evaluation of a child suspected of having a disability. 62.")
In its analysis of comments and changes to the final regulations, ED discusses the potential benefits of CEIS as follows: The authority to use some Part B funds for early intervening services has the potential to benefit special education, as well as the education of other children, by reducing academic and behavioral problems in the regular educational environment and reducing the number of referrals to special education that could have been avoided by relatively simple regular education interventions.
63 LEAs may use CEIS funds for both professional development for teachers and other school staff and for educational and behavioral evaluations, services, and supports to students. 64 Under Part B of the Individuals with Disabilities Education Act (IDEA),\" July 28, 2008, http://www2. ed.
gov/policy/speced/guid/idea/ceis-guidance. pdf .") Funds may also be used to carry out CEIS that are aligned with activities funded by, and carried out under, the Elementary and Secondary Education Act of 1965 (ESEA) if the funds supplement, and do not supplant, ESEA funds.
65(5) , IDEA §613(f)(5).")
A state must require an LEA to use up to 15% of its funds for CEIS if the state has determined through statutorily required data collection that "significant disproportionality"66 based on race and ethnicity is occurring with respect to the identification of children with disabilities; their placement in particular education settings; and the incidence, duration, and type of disciplinary actions, including suspensions and expulsions.
67, IDEA §618(d).") The funds are to be used to provide CEIS "to serve children in the LEA, particularly, but not exclusively, children in those groups that were significantly overidentified." 68(2).")
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gov/crs-product/R41833)[](https://www. congress. gov/crs-product/R41833)Response to Intervention (RTI) One way that CEIS are provided is through an approach called Response to Intervention (RTI).
RTI "is a multi-level framework to maximize student achievement by providing support to students at risk for poor learning outcomes." 69 While there are many models of RTI, ED notes that the core characteristics that underpin all RTI
According to the current listing, eligibility includes: Local Education Agencies (LEAs) with approved policies and procedures on file with the Office of Special Education Services (OSES) that are consistent with state policies. Confirm the full requirements in the official notice before applying.
Individuals with Disabilities Education Act - Part B (IDEA-B), Section 611 and 619 – Special Education - Grants to States is funded by South Carolina Department of Education (Federal: U.S. Department of Education). Verify program details on the funder's official page before applying.
Start from the official opportunity page linked in this listing — it carries the sponsor's submission instructions.
NSF's Faculty Early Career Development Program — the CAREER award — has a July 22, 2026 deadline, a $400,000 floor, a five-year runway, and roughly 500 awards a year across every directorate. It is the most prestigious grant a pre-tenure scientist can win, and the one most often lost on the integration requirement rather than the research. Here is what the award actually funds, who is eligible, and how to build a proposal that treats research and education as one program instead of two.
Read articleThe NSF CAREER award puts a minimum of $400,000–$500,000 over five years behind a single untenured faculty member, and it is the credential that shapes a research career. Here is who is eligible, why the integration of research and education is the criterion that decides it, and how to approach the July 22, 2026 deadline.
Read articleThe Department of Education's IES SBIR program is one of the most overlooked non-dilutive funding sources for education-technology startups. It funds prototypes at $250K and proven products at $1M with no equity taken. Here is how the FY2026 tracks work, what reviewers reward, and why the June 29 deadline is tighter than it looks.
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