The education system in the United States has not always provided a comparable education to students with disabilities. Not until 1975, when Congress passed the Education for All Handicapped Children Act, were public school systems required to provide a “free and appropriate” education to children with disabilities. This law is currently called the Individuals with Disabilities Education Act of 2004 (IDEA). These laws provide legal precedence to ensure that students with disabilities receive special education services (Hallahan, Kauffman & Pullen, 2012, p. 16). IDEA defines special education as “instruction specifically designed, at no cost to parents, to address the specific needs of a student with a disability. The IDEA identifies teaching conducted in the classroom, at home, in hospitals and institutions, and in other settings; including physical education instruction” (Gibb &Dyches, 2007 p. 1). IDEA requires all states to provide special education to students with disabilities between the ages of 3 and 21, identifying five specific requirements, which are (1) free, quality education that meets state educational standards for students from school nursery to secondary school; (2) a variety of valid assessments and instruments used to gather information about students' developmental, academic, and functional abilities; (3) if evidence indicates that a student needs special education, an individualized education program (IEP) is developed; (4) placing students in the least restrictive environment appropriate for their disability: appropriate accommodations, with necessary modifications and other services to ensure that students are in the most optimal LRE; and (5) communicate reliably and appropriately… middle of paper… evaluate the future. Some students may want to go to university, others may be interested in a profession. Students may receive services related to training or education in specific skills needed for employment, post-secondary education, and daily or independent living skills. IEP teams will evaluate and contact other needed services that can help the student achieve their goals, such as social services or community-based programs. The final step of this program will be to inform a student of his or her legal rights (Gibb & Dyches, 2007 pp. 91-93). Works Cited Gibb, G., & Dyches, T. (2007). Guide to writing quality individualized education programs. (2nd.). Boston. MA: Pearson Education. Hallahan, D., Kauffman, J., & Pullen, P. (2012). Exceptional students: An introduction to special education. (3rd ed.). Upper Saddle River, NJ: Pearson Education.