In 2005, the Individuals with Disabilities Education Act provided that students with learning, physical, or emotional disabilities be given the opportunity to learn in a regular classroom setting when possible. Special education programs should maximize students' learning potential while minimizing their disabilities.
In 1997, the Individuals with Disabilities Education Act developed the use of individual education plans (IEPs) for all special education students. Each student is evaluated and reviewed on a regular basis in the process of creating an appropriate IEP. An important element of IEPs is that they are constructed with the involvement of both the school and the student's family. As much as possible, special education students are encouraged to take part in the development of their own IEPs.
In keeping with the idea that special education students should enjoy the least restrictive learning environment possible, they are offered a continuum of services. This means that students are encouraged to take part in physical education, art, and music classes. In accordance with a student's IEP, he may spend a part of the day in a regular classroom and/or he may use the assistance of an aide for other parts of the school day. Special education students are also provided services from speech, physical, and occupational therapists and other specialists to help foster a successful learning experience.
One of the main goals of many high schools is to encourage students to be responsible for themselves. High schools strive to enable students to complete the required academics necessary to graduate and to prepare special education students for careers. Special education programs should help students recognize their personal strengths and talents and develop their academic, social, emotional, and vocational skills.