Our Position on School Vouchers and IDEA Reauthorization

Teaching Exceptional Children, November/December 2003 | Go to article overview

Our Position on School Vouchers and IDEA Reauthorization


Approved by the CEC Board of Directors

June 20, 2003

It is the position of the Council for Exceptional Children (CEC) to strongly oppose any federally authorized voucher program for students with disabilities as being contrary to the best interests of children and their families, the nation's public school systems, states and their local communities and taxpayers. Further, CEC believes that a voucher option would both contradict and undermine central purposes of the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB).

IDIA Policy for Private School Placements

IDEA allows for private school placements but under very strict conditions. If a school district is unable to provide a special education and related services under the terms of a particular child's individualized education program (IEP), then a placement may be made in a private school or facility, at no cost to the parents and paid for with public education funds. The decision is made collectively, thus involving representatives of the school district, the child's parents, and the other members of the required IEP team. The particular receiving school must meet all of the standards that apply to the state and local educational agencies, and the child and the child's family must be guaranteed all the rights and protections of the IDEA. Full authority, responsibility, and public accountability rest with the public school district, thus requiring on-going supervision and monitoring of the private placement. This Congressionally authorized option for private placements has worked effectively as a component of the IDEA for over a quarter of a century.

Non-Negotiable Guarantees

CEC further opposes voucher programs at the state or local level. Recognizing, however, that some such programs have been enacted, CEC strongly believes that any such program must include the following nonnegotiable guarantees:

* the same standards of accountability as those required of state and local educational agencies-including all federal and state rules and regulations-along with on-going public monitoring, full transparency of private programs, and regular reporting to parents and the public;

* full and demonstrated accessibility for all students, including students with special learning needs;

* provision for a complete program of special education, related services, and supplementary aids and services in the context of full implementation of the IEP, with periodic review and revision;

* a guarantee of a free, appropriate, public education (FAPE);

* full access for children regardless of racial or ethnic heritage, and children who are English language learners;

* a guarantee of all procedural safeguards under the IDEA, Section 504, the ADA, and other relevant civil rights laws of the United States;

* a guarantee of education in the least restrictive environment (LRE); and

* fiscal protections to guarantee that public education funds are not diverted to a voucher program at the expense of the students remaining in the public schools.

Rationale

By basic definition, voucher programs provide for the distribution of public education dollars in the form of monetary vouchers to parents of schoolage children to be used toward the cost of tuition at private schools, both sectarian and nonsectarian. While CEC acknowledges the historic and continuing contribution of private schools as part of the tapestry of American culture, CEC considers current voucher proposals under IDEA as ill-conceived for at least the following reasons:

Absence of necessary accountability

Public accountability is notably lacking for private schools, whereas local education agencies are held accountable by virtue of both federal and state laws and regulations. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Our Position on School Vouchers and IDEA Reauthorization
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.