Details

Autor(en) / Beteiligte

• Catania, Nicholas
• Lane, Danielle
• Semon, Sarah
• Smith, Sharlene
• Jones, Phyllis

Titel

What's in the Budget?: A Look at Funding for Inclusive Initiatives in ESSA and IDEA

Ist Teil von

• Resourcing Inclusive Education, 2021, Vol.15, p.35-49

Ort / Verlag

Emerald Publishing Limited

Erscheinungsjahr

2021

Link zum Volltext

Quelle

Ebook Central Perpetual and DDA

Beschreibungen/Notizen

• Abstract This chapter explores two policies guiding the education and funding related to students with and without disabilities in the United States. The Individuals with Disabilities Education Act (IDEA) of 2004 serves as the nation's primary legislation outlining policies, procedures and funding for the education of students with disabilities. Thus, IDEA 2004 is integral in understanding inclusion throughout the United States. The Every Student Succeeds Act (ESSA) of 2015 is regarded as the primary educational legislation concerned with funding to provide all students with access to a well-rounded education. The chapter begins with a brief overview of the laws in relation to inclusion and funding for teacher professional development (PD) and argues in support of funding specifically aimed at the PD of highly effective classroom teachers. Preparing, recruiting and retaining high quality teacher candidates must be a top priority in PK-12 education. In the current political climate, there is a need to examine how to use available resources in a time of shrinking budgets, teacher shortages and increasing equity gaps. This chapter will examine budgets from the most recent five years available and make connections to issues related to funding for inclusive programming, including professional development of teachers. While ESSA does not guide PD of teachers, it guides the funding for said programmes. Through budget evaluations and analysis of the President's rationale for decreasing funding under Title II of ESSA, we demonstrate that the current President is decreasing funds for PD, recruitment, preparation and more on the basis that Title I funding of ESSA covers these activities. With a new election set to take place next year, this chapter explores how the budgets have impacted funding for inclusive programming while looking to the future and its impact on the preparation and development of teachers.