PTA believes that all children and youth have the right to a quality, accessible public education that nurtures their potential and dignity. All children and youth can learn and thrive when schools and families partner effectively to support their academic, developmental, and social-emotional growth.

PTA strongly supports policies, funding, programs, and other measures that ensure children and youth with disabilities receive a Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE) - as guaranteed by laws such as the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA). Additionally, PTA advocates for equitable access to health, nutrition, mental health and wellness, and wraparound services - such as Medicaid, The Children's Health Insurance Program (CHIP), Supplemental Nutritional Assistance Program (SNAP), and Women Infants and Children (WIC) which ensure children and youth with disabilities have access to the services necessary for educational success.

Our association supports measures that create safe, supportive, welcoming, and inclusive schools and communities for all children, youth, and families. PTA supports efforts to ensure that these measures include the following components:

Family Engagement

PTA recommends that parents, guardians, and families of students with disabilities:

• Be treated as equal partners in their children’s educational success and well-being, including in the development and implementation of each student’s Individualized Education Program (IEP) or Section 504 Plan. PTA strongly encourages communities to adopt the National Standards for Family-School Partnerships and implement transformative family engagement throughout policy and practice, including communicating with families of students with disabilities in a way that is accessible to them, such as in their home language.
• Be informed annually and whenever changes occur of their rights under applicable federal and state special education laws, including the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Family Educational Rights and Privacy Act (FERPA).
• Be included in every decision concerning eligibility of services, accommodations, and placement.
• Be informed of their right to file a formal complaint, seek mediation, or pursue due process.
• Provide consent for initial evaluation, accommodations, and placements and be granted timely access to the results of the evaluation before meetings. PTA recommends that evaluations be culturally and linguistically responsive, using non-discriminatory assessment tools.

Access & Inclusion

PTA believes that:

• All students benefit from education that values and practices the recognition and support of including general education students in the same classroom as students with disabilities. To the maximum extent appropriate, PTA recommends that all students with disabilities be educated in the regular education environment alongside general education students, in the least restrictive environment (LRE). PTA recommends that removal from the general education setting only occur if services cannot be satisfactorily provided in the general education classroom, even with supports.
• Inclusion, as a means for implementing the least restrictive environment, works only when the curriculum is changed to meet the needs of all children and youth and when active steps are taken to ensure that all opportunities are accessible to all students. This includes ensuring that school infrastructure and the physical environment are accessible for all students and that the full range of accommodations are provided to ensure equal access to all educational and extracurricular opportunities. PTA recommends that any change in placement and/or services involve a formal IEP meeting with parent/guardian consent, and any change in accommodations requires parent/guardian consent.

PTA supports efforts to create an effective, inclusive, and accessible education for all, including:

• Collaborative planning and frequent and open communication among parents/guardians and families, general and special education staff, the principal, and support providers.  
• Ongoing professional development focused on best practices for addressing diverse learning needs and enhancing access and opportunity for students with disabilities, including professional development around disability inclusion, Universal Design for Learning (UDL), and trauma-informed practices.
• Robust instructional resources and supports such as access to high quality student support personnel, co-teaching, assistive technology, accessible learning materials, peer support, and differentiated curriculum.
• Access to all school programs, including but not limited to extracurricular activities, arts programs, athletics programs, and science, technology, engineering and math (STEM/STEAM) programs.
• Integration of MTSS (multi-tiered system of supports) and positive behavioral intervention and supports (PBIS) to support inclusion and learning equity.

Positive School Discipline

PTA recommends that:

• Preventative approaches and restorative practices be prioritized over punitive measures to ensure the safety of all students and staff.
• Students with disabilities not be expelled for behavior linked to their disability. PTA recommends that a Behavioral Intervention Plan (BIP) be put in place to provide the correct support for the student's needs, and behavioral supports be addressed via a Behavioral Intervention Plan (BIP) that is aligned with the student’s IEP. PTA recommends that any removal of a student with disabilities beyond ten school days require an IEP team meeting and a formal review (typically called a Manifestation Determination Review) to determine whether the disciplinary behavior was a manifestation of the student's disability or the result of the school's failure to implement the student's IEP.
• All school environments be free from abuse, neglect, assault, injury, trauma and risk to life. PTA recommends prohibiting the use of corporal punishment in schools as well as the use of seclusion, and limiting restraint practices to be used only as a last resort in emergency situations, not as a substitute for comprehensive school-wide supports and accommodations.

Funding and Interagency Collaboration

PTA believes that:

• Every child has the right to a quality, inclusive public education that nurtures their potential. Fulfillment of this right requires a sustained federal investment that ensures schools are equipped to deliver specialized instruction, support family engagement, and provide inclusive learning environments. PTA is deeply concerned that federal funding for special education continues to fall short of the government’s long-standing commitment under IDEA to fund 40% of the additional cost of educating students with disabilities. The persistent underfunding places significant strain on public schools, compromising their ability to provide the full range of services and supports necessary for students with disabilities to access a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), as guaranteed by IDEA, Section 504 of the Rehabilitation Act, and the ADA. PTA calls on Congress and federal agencies to meet their funding obligations and must fully fund IDEA. 

PTA recommends that:

• Public funding support inclusive practices in public schools, not be diverted to private placements unless required by law.
• Medicaid and other social services (mental health, nutrition, therapy) remain inclusive and accessible through schools.
• Cross-agency collaboration (e.g., education, health, housing) be fostered as it is vital for holistic support for students with disabilities .

Accountability and Transition Planning

PTA recommends that:

• Each IEP include measurable goals and access to curriculum aligned to state academic standards.
• Transition plans start by age 14, focus on self-actualization, and include career, college or post-secondary school, independent living, and self-advocacy goals.  
• Annual IEP reviews track growth and address areas needing additional support.
• School, district and/or state include students with disabilities in all accountability and improvement systems, including but not limited to Every Student Succeeds Act (ESSA) metrics.    
• Parent/guardian and family feedback be included in program evaluations and improvement plans.

Additional Considerations for Children & Youth with Disabilities

• PTA strongly supports policies and programs that address the prevention, intervention, and elimination of bullying, as well as policies and programs that prohibit, prevent, and address discrimination on the basis of physical and academic ability.
• PTAs are encouraged to stay informed and educate their community about the policies, funding, programs, and other measures that create safe, supportive, welcoming, and inclusive schools and communities for children and youth with disabilities, including advocating for full implementation of federal legislation such as IDEA, ADA, Section 504, and mental health parity acts.
• PTA urges the adoption and implementation of policies, practices, and programs that address the diverse needs of all students, including the needs of students with disabilities who are English Language Learners (ELL) or multilingual learners (MLL), and urges schools to provide the necessary supports to meet the students where they are at in their language abilities, Additionally, PTA supports efforts to ensure that families in the military, tribal, and migratory communities receive equal protection and consistent services. 
• PTA recommends that a fair, timely, and accessible dispute resolution process be available in all districts, and that confidentiality and data protection of all student records be upheld at all times, including records related to a student’s IEP or Behavioral Intervention Plan. 
• PTA supports access to inclusive and accessible extracurricular activities and adaptive physical education, including but not limited to Special Olympics, Unified Sports, and after-school programs.

Adopted:         by the 1996 Board of Directors
Reviewed:       by the 2001 Convention Resolutions Committee
Amended:       by the 2021 and 2025 Board of Directors

Per the National PTA Governance Policy Manual, this position statement will be reviewed in 2030.