On Special Education and IEPs: Ever since the Rehabilitation Act of 1973, American public schools have been required by law to accommodate students with special needs. Indeed, the earliest needs focused mainly on physical disabilities such as deaf-blindness, diabetes, and orthopedic-related injuries. More specifically, it was Section 504 of this 1973 law that made way for "plans" to be incorporated into a student's public school schedule. This concept was further developed in the 1990s after the Individuals with Disabilities in Education Act (IDEA) became law. By this time, mental disabilities had shot to the forefront of special education, and thus, individualized education programs (IEPs) were born. IEPs are effective mechanisms for helping students work around their disabilities, but not every student with a disability requires one. It's important to treat IEPs as a kind of "last resort" for students having academic troubles in school. General education teachers can make a variety of changes to their instructional methods and classroom set-ups before eliciting the help of a special educator. Lastly, the biggest misconception surrounding IEPs is that they serve as "remedies" for a student's disability. Unfortunately, that disability will probably still remain, long after the student has tested out of his or her IEP.