[Congressional Record Volume 151, Number 151 (Tuesday, November 15, 2005)]
[House]
[Pages H10182-H10185]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




    RECOGNIZING 30TH ANNIVERSARY OF ENACTMENT OF EDUCATION FOR ALL 
                    HANDICAPPED CHILDREN ACT OF 1975

  Mr. CASTLE. Mr. Speaker, I move to suspend the rules and agree to the 
concurrent resolution (H. Con. Res. 288) recognizing the 30th 
anniversary of the enactment of the Education For All Handicapped 
Children Act of 1975 and reaffirming support for the Individuals With 
Disabilities Education Act so that all children with disabilities have 
access to a free appropriate public education in the least restrictive 
environment.
  The Clerk read as follows:

                                H.R. 288

       Whereas the Education for All Handicapped Children Act of 
     1975 (Public Law 94-142) was signed into law 30 years ago on 
     November 29, 1975, and amended the State grant program under 
     part B of the Education of the Handicapped Act;
       Whereas the Education for All Handicapped Children Act of 
     1975 established the Federal priority of ensuring that all 
     children, regardless of the nature or severity of their 
     disability, have available to them a free appropriate public 
     education in the least restrictive environment;
       Whereas the Education of the Handicapped Act was further 
     amended by the Education of the Handicapped Act Amendments of 
     1986 (Public Law 99-457) to create a preschool grant program 
     for children with disabilities aged 3 through 5 and an early 
     intervention program for infants and toddlers with 
     disabilities under 3 years of age and their families;
       Whereas the Education of the Handicapped Act Amendments of 
     1990 (Public Law 101-476) renamed the statute as the 
     Individuals with Disabilities Education Act (IDEA);
       Whereas IDEA currently serves an estimated 269,000 infants 
     and toddlers, 679,000 preschoolers, and 6,000,000 children 
     aged 6 to 21;
       Whereas IDEA has assisted in a dramatic reduction in the 
     number of children with developmental disabilities who must 
     live in State institutions away from their families;
       Whereas the number of children with disabilities who 
     complete high school with standard diplomas has grown 
     significantly since the enactment of IDEA;
       Whereas the number of children with disabilities who enroll 
     in college as freshmen has more than tripled since the 
     enactment of IDEA;
       Whereas IDEA promotes partnerships between parents of 
     children with disabilities and education professionals in the 
     design and implementation of the special education and 
     related services provided to children with disabilities;
       Whereas IDEA has raised the Nation's expectations regarding 
     the abilities of children with disabilities by requiring 
     access to the general education curriculum;
       Whereas the 2004 reauthorization of IDEA ensures that 
     children with disabilities are guaranteed a quality education 
     based on the high academic standards required under the No 
     Child Left Behind Act of 2001 (Public Law 107-110);
       Whereas the 2004 reauthorization strengthens IDEA's focus 
     on the educational results of children with disabilities and 
     better prepares those children for employment or further 
     education beyond high school;
       Whereas the 2004 reauthorization further enables special 
     education teachers, related services providers, other 
     educators, and State and local educational agencies to focus 
     on promoting the academic achievement of children with 
     disabilities;
       Whereas the 2004 reauthorization maintains the necessary 
     procedural safeguards that guarantee the rights of children 
     with disabilities and their parents while encouraging the 
     mutual resolution of disputes and reducing unnecessary 
     litigation;
       Whereas the 2004 reauthorization continues to ensure the 
     provision of a free appropriate public education to students 
     referred to a private school by a public agency and ensures 
     the provision of special education and related services to 
     students placed by their parents in private schools;
       Whereas, although the Federal Government has not yet met 
     its commitment to fund IDEA at 40 percent of the average per 
     pupil expenditure, it has increased IDEA funding over the 
     last decade from $2.3 billion to $10.6 billion and increased 
     its percentage share of the average per pupil expenditure 
     from 7.8 percent to 18.6 percent;
       Whereas the 2004 reauthorization ensures that the vast 
     majority of funds will go directly to the classroom and 
     provides States and local educational agencies additional 
     flexibility to provide for the costs of educating high need 
     children with disabilities;
       Whereas IDEA has supported, through its discretionary 
     programs, three decades of research, demonstration, and 
     personnel preparation in effective practices for educating 
     children with disabilities, enabling teachers, related 
     services providers, and other educators to effectively meet 
     the educational needs of all children;
       Whereas Federal and State governments can support effective 
     practices in the classroom to ensure appropriate and 
     effective services for children with disabilities; and
       Whereas IDEA has succeeded in marshalling the resources of 
     this Nation to implement the promise of full participation in 
     society for children with disabilities: Now, therefore, be it
       Resolved by the House of Representatives (the Senate 
     concurring), That the Congress--
       (1) recognizes the 30th anniversary of the enactment of the 
     Education for All Handicapped Children Act of 1975 (Public 
     Law 94-142);
       (2) acknowledges the many and varied contributions of 
     children with disabilities and their parents, teachers, 
     related services providers, and other educators; and
       (3) reaffirms its support for the Individuals with 
     Disabilities Education Act so that all children with 
     disabilities have access to a free appropriate public 
     education.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Delaware (Mr. Castle) and the gentleman from Texas (Mr. Hinojosa) each 
will control 20 minutes.
  The Chair recognizes the gentleman from Delaware (Mr. Castle).


                             General Leave

  Mr. CASTLE. Mr. Speaker, I ask unanimous consent that all Members may 
have 5 legislative days within which to revise and extend their remarks 
on H. Con. Res. 288.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Delaware?
  There was no objection.
  Mr. CASTLE. Mr. Speaker, I yield myself such time as I may consume.
  I rise in support of H. Con. Res. 288, which I introduced with a 
bipartisan group of my colleagues. The resolution importantly 
recognizes the 30th anniversary of the enactment of the Education for 
All Handicapped Children Act of 1975, what we all know as the 
Individuals With Disabilities Education Act, or IDEA. Not only does 
this resolution recognize the act's anniversary but also reaffirms this 
body's support for IDEA.
  For too many years, children with disabilities were denied access to 
public education. However, with the passage of the Education for All 
Handicapped Children Act in 1975, the doors of educational opportunity 
were opened. Today, more than ever, students with disabilities have an 
opportunity to accomplish their goals.

                              {time}  1515

  According to the Department of Education, about 6.6 million students 
currently participate in these programs across the Nation. Signed into 
law on November 29, 1975, the Act established

[[Page H10183]]

the Federal priority of ensuring that all children, regardless of the 
nature or severity of their disability, have available to them what has 
become the tenet of IDEA, a free, appropriate public education in the 
least restrictive environment.
  In 1986 we expanded the program to serve children with disabilities 
age 3 through 5, and created an early intervention program for infants 
and toddlers with disabilities under 3 years of age and their families.
  The successes over the past 30 years are worth stating. Based on data 
from the U.S. Department of Education, since enactment there has been a 
dramatic reduction in the number of children with developmental 
disabilities who must live in State institutions away from their 
families.
  The number of children with disabilities who complete high school 
with standard diplomas has grown significantly since the enactment of 
IDEA. The number of children with disabilities who enroll in college as 
freshman has more than tripled since the enactment of IDEA. And IDEA 
has raised the Nation's expectations regarding the abilities of 
children with disabilities by requiring access to the general education 
curriculum.
  Last December, President Bush signed into law the latest 
reauthorization of IDEA. The evolution of the Act, its successes and 
other education reforms played an integral role in the reauthorization. 
The 2004 reauthorization aligns IDEA with the No Child Left Behind Act 
by guaranteeing children with disabilities a quality education based on 
high academic standards. Along these same lines, we strengthened the 
focus on the educational results of children with disabilities to 
better prepare these children for employment or an education beyond 
high school.
  I am pleased that we are able to come together to recognize the good 
that has been done and to recognize the parents, students and educators 
impacted over the past 30 years. My hope for the future is that we 
continue to find ways to raise the achievement of students with 
disabilities and ensure that they have the services necessary to do so.
  I ask my colleagues to support my resolution.
  Mr. Speaker, I reserve the balance of my time.
  Mr. HINOJOSA. Mr. Speaker, I yield myself such time as I may consume.
  I rise to support H.R. 288, recognizing the 30th anniversary of the 
Education for All Handicapped Children Act of 1975, now known as the 
Individuals With Disabilities Education Act, or by the acronym IDEA. I 
am proud to join our committee chairmen, chairman of the committee of 
the whole, Mr. Boehner, and the chairman of one of the subcommittees, 
Mr. Castle, as well as our ranking members, Mr. Miller and Ms. Woolsey, 
to commemorate this important occasion.
  I remember the hope that was ushered in with the passage of the 
Education for All Handicapped Children Act of 1975. As a member of the 
Texas State Board of Education at that time, I chaired the Committee on 
Special Populations which oversaw programs for migrant children, 
bilingual education programs for limited English proficient children, 
gifted and talented programs and programs for children with 
disabilities. In those days, it was a struggle to provide even basic 
access to schools for children with disabilities.
  We have come a long way. IDEA currently serves an estimated 269,000 
infants and toddlers, as well as 679,000 preschoolers and 6 million 
children ages 6 to 21. There has been a dramatic reduction in the 
number of children with developmental disabilities who must live in 
State institutions away from their families. The number of children 
with disabilities who complete high school with standard diplomas has 
also grown significantly since the enactment of IDEA.
  Finally, the number of children with disabilities who enroll in 
college as freshmen has more than tripled since the enactment of IDEA 
30 years ago.
  Although we have come a long way, we still have a way to go. The 
Federal Government's promise to schools across the country was to share 
40 percent of the cost of providing free and appropriate public 
education to children with disabilities. Today, in 2005, we are only 
halfway there and seem to have lost our momentum.
  In 2004, IDEA reauthorization authorized full funding by the year 
2011. Unfortunately, the President's fiscal year 2006 budget proposal 
for IDEA, part B, was $3.5 billion less than the authorized level for 
fiscal year 2006. The House fiscal year 2006 bill is about $3.9 billion 
less than the authorized level.
  Mr. Speaker, it seems to me that if we continue to increase IDEA 
funding at the same percentage as the increase between fiscal year 2005 
and the 2006 House bill, we will never reach full funding.
  As we celebrate the 30th anniversary of this landmark education and 
civil rights act, let us redouble our commitment to keeping our 
congressional commitment and promise in 2004 to fully fund IDEA.
  Mr. Speaker, I reserve the balance of my time.
  Mr. CASTLE. Mr. Speaker, I yield such time as he may consume to the 
gentleman from Ohio (Mr. Boehner), chairman of the Education and 
Workforce Committee.
  Mr. BOEHNER. Mr. Speaker, let me thank the gentleman from Delaware 
(Mr. Castle) who has worked on IDEA issues for a long time; thank him 
for bringing this resolution to the floor today, he and Ranking Member 
Woolsey from California, who have brought this resolution honoring the 
30 years since the passage of the first IDEA bill.
  For far too long in our history, we treated people with disabilities 
as outside of the mainstream of American society. The opportunity to 
serve those children prior to the passage of IDEA in 1975 was often 
haphazard. Certainly there was not any organization to it, and many 
times these children were not in any school whatsoever. And I think 
passage of IDEA clearly has sent a clear signal to all parents of 
disabled children, all schools, that we believe that all children can 
learn.
  Just last year, we reauthorized the IDEA law. That, along with the 
work that we did with No Child Left Behind, I think, presents a new 
paradigm for special needs children. For far too long we judged the 
accountability for educating those children by how many T's we could 
cross and how many I's we could dot. Mountains of paperwork, but no 
focus on the results that we were getting for those children.
  Today, under No Child Left Behind and under the new IDEA law, the 
paradigm has shifted to one of let us measure the results that we are 
getting for all children, including those with special needs; and I 
think what we are beginning to see are improved results. Because while 
they may not learn at the same rate and while they may not attain the 
same levels, these children can learn just like all other children. So 
30 years of good work, I think, is something that we should be proud 
of; and I appreciate the opportunity to take time and to remember how 
far we have come over these last 30 years.
  In 1975, when Congress passed IDEA, they made a commitment, a 
commitment that said that we would pay up to 40 percent of the cost of 
educating special needs children. Over the years, the education 
community and others believed that the law said that we would spend 40 
percent to educate special needs children. But I will remind you what 
the original law says and what it says today is that we will spend up 
to 40 percent and try to reach that.
  It is really interesting that, from 1975 until the mid-1990s, 
Congress paid little attention to the commitment that they gave to 
those parents of special needs children and to educators who were 
obliged to follow the law, and it really has only been over the last 10 
or 12 years that we have made a real commitment to funding the needs of 
these children.
  If you go back to 1995, Congress at that time was spending $2.3 
billion annually for the education of special needs children. Today, 
that has grown to $10.6 billion, a 360 percent increase over these last 
10 years. While we have not reached the goal of getting up to 40 
percent of the cost, we are about halfway there. I think we have made 
tremendous progress.
  In 1995, we were paying about 6 percent of the cost of educating 
these children. So we have made great strides. Do we need to continue 
to do more? Yes, we do. And I think you will see another increase in 
funding this year as the budget process begins to come to a close. I 
think the commitment for Members on both sides of the aisle is

[[Page H10184]]

very strong to continue our commitment to increasing those funds.
  Let me, lastly, remark that someone I would have hoped would have 
been on the floor today is not here. In 1974, there was a new Member of 
Congress, a member of our committee, happens to be the ranking Democrat 
on our committee today, George Miller. George Miller, over these last 
30 years that he has been a Member of Congress, probably has exhibited 
more commitment to this issue and the education of children with 
special needs than any Member.
  I think that while we are pausing to remember the great things that 
have happened since IDEA became law, we ought to take a moment to thank 
our colleague, George Miller, who, without his commitment, without his 
dedication to this cause, many Members of Congress may have forgotten.
  Mr. HINOJOSA. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I enjoyed listening to the remarks by our chairman of 
the Education Committee. I, too, am saddened that the ranking member of 
our committee, George Miller from California, and the ranking member of 
one of the other committees that deals with this issue, Lynn Woolsey, 
was unable to make the hearing so that they could participate and 
express their own thoughts. But I can say this, that everything that 
the chairman said is correct, that we have made great strides.
  But coming from an area that has a great rural community in Texas 
that I represent, I have met with many parents who have children who 
need this type of education. Their children are disabled, and they talk 
about the frustration that they have. They wish that the State 
government would invest much more, together with our public schools. 
Unfortunately, throughout the country, States find themselves lacking 
the wherewithal and the financial ability to put more money into many 
of our public schools. So it is up to the Federal Government, who has a 
$2.5 trillion budget, to be able to find the money to increase that 
investment as we promised 30 years ago and to get to that full funding 
as we promised then, because I see a lot of potential in those disabled 
children who, but for the money that the Federal Government could 
invest, they are not getting the best education possible.
  Mr. Speaker, I yield 4 minutes to the gentleman from Illinois (Mr. 
Davis).
  Mr. DAVIS of Illinois. Mr. Speaker, I am pleased to join with 
Chairman Boehner, with Subcommittee Chairman Castle, with Mr. Miller, 
who is not here, and certainly with Ms. Woolsey and the ranking member, 
Mr. Hinojosa, in strong support of H. Con. Res. 288, which recognizes 
the 30th anniversary of the enactment of the Education for All 
Handicapped Children Act of 1975 and reaffirms support for individuals 
with disabilities education.
  This program currently serves 7 million children, and without it many 
of those children would live in State institutions, would not have been 
able to complete high school and would have no possibility of enjoying 
the quality of life to which now they have the potential to enjoy.

                              {time}  1530

  I have always been led to believe that the greatness of society can 
be measured by how well it treats its old, how well it treats its 
young, and how well it treats those who have difficulty caring for 
themselves. I must say that I have been tremendously impressed with the 
progress that we have made toward the goal of assuring every 
handicapped child in our country optimal opportunity to experience the 
educational attainment and personal development that they have the 
potential to experience.
  I agree that we have certainly come a long way and there is still 
much further to go. I have had the good fortune of being fairly close 
to the education of individuals with disabilities, and I can tell my 
colleagues I had one of the greatest experiences of my life last year 
when I gave a commencement address at the Neil Elementary School.
  There were young people there who had difficulty speaking and needed 
special equipment in order to be able to speak. There were individuals 
who could not walk and were in wheelchairs or had other kinds of 
devices that helped them move. But the interesting thing, and, 
actually, it was one of those days that I actually left Washington to 
go back to Chicago to participate in this activity. My sister was the 
principal of that school, and I had promised her that I would be there 
for the graduation.
  But by the time the graduation ended, there was not a dry eye in the 
auditorium. Because all of the teachers, all of the parents, all of the 
students, all of the people who had come to be a part had become so 
emotionally involved in what was taking place; and to see the glee and 
excitement on the faces and to feel the emotion coming from these young 
people, many of whom would never have been given any real chance at all 
of reaching that level of education attainment, as I sat there and saw 
that, I could not help but say to myself that no matter how difficult 
funds may be to acquire, no matter how tight the budgets might be, that 
we have no choice except to find every possible resource that we can to 
put all of the funding into these special education programs and 
activities. Because every time we change one life, then it has been 
worth the whole effort.
  Mr. HINOJOSA. Mr. Speaker, I yield back the balance of my time.
  Mr. CASTLE. Mr. Speaker, just briefly, first of all, both of the 
speakers on the other side of the aisle are men with whom I have worked 
extensively on this program as well as others, and they have the 
tremendous interests I think of the students, as we heard from their 
testimony here today, at heart, and I think everybody over here does as 
well.
  I do get a little frustrated I guess at some of the economic 
arguments here. The gentleman from Ohio (Mr. Boehner) pointed out that 
over the last 10 years we have increased the funding for IDEA by 360 
percent, from $2.3 billion to $10.6 billion, and comparably, before 
that, the increases had never, ever gotten above 10 percent. We are up 
to 20 percent now, and we are on a glide path, if you will, to try to 
get to 40 percent before it is all said and done.
  I think it is important to understand that because of the court-
ordered aspect and the way IDEA was born, that the States have the 
responsibility to make up that difference. So, essentially, when we 
pick up that extra amount of money, we are basically letting the States 
spend that money on something else, which may or may not be 
disabilities. Usually it is something else. And we are trying to 
continue to move that along and give the States fuller funding. But a 
tremendous effort has been done in a bipartisan way on that in the last 
10 years. I just want to make sure that that is recognized.
  I appreciate the comments from everybody on both sides of the aisle 
on this. I think it is an important subject, and I hope that everybody 
would support it.
  Ms. WOOLSEY. Mr. Speaker, I was pleased to join my Subcommittee 
Chairman, Mr. Castle, and many other Republicans and Democrats, in 
introducing this resolution to commemorate the upcoming 30th 
anniversary of the Individuals with Disabilities Education Act.
  In 1975, when what we now call IDEA was passed as the Education for 
All Handicapped Children Act, educating children with disabilities was 
an afterthought at best.
  IDEA marked a critical turning point in the lives of people with 
disabilities, by ensuring that all children, regardless of their 
disability, have available to them a free appropriate public education.
  IDEA currently serves 269,000 infants and toddlers, 679,000 
preschoolers, and 6,000,000 children aged 6 to 21.
  It has assisted in a dramatic reduction in the number of children 
with developmental disabilities who must live in State institutions 
away from their families.
  Under IDEA, the number of students with disabilities who graduate 
from high school has grown significantly, and the number of students 
with disabilities who enroll in college has more than tripled.
  Unfortunately, as this resolution recognizes, the Federal Government 
has not met even half of its commitment to fund IDEA at 40 percent of 
the average per pupil expenditure. Today, 30 years later, we provide 
States and school districts with only 18.6 percent of that amount.
  Four years ago, during conference on the No Child Left Behind Act, we 
could have included a bipartisan provision that would have fully funded 
IDEA, but House Republican leaders refused to agree to that.
  Today, I believe that the best way for Congress and the President to 
commemorate

[[Page H10185]]

IDEA's 30th anniversary would be to fund IDEA at the levels authorized 
in the 2004 reauthorization, which passed the House and Senate with 
overwhelming bipartisan support.
  Those levels would fully fund IDEA by 2011.
  Unfortunately, less than a year later, the Republican-controlled 
House has passed an appropriations bill that falls nearly $4 billion 
short of the funding promised for this fiscal year.
  At the rate of increase proposed by the Republican House for this 
fiscal year, we would never--never--reach full funding.
  I hope that my colleagues will join me in supporting both this 
resolution and full funding for IDEA, so that the Federal Government 
finally will keep its promise to all students, their parents, and their 
teachers.
  Mr. HOLT. Mr. Speaker, I rise today in support of H. Con. Res. 288, 
recognizing the 30th anniversary of the Education for All Handicapped 
Children Act. I am pleased to be an original cosponsor of this 
resolution.
  First introduced in 1975 as the Education for All Handicapped 
Children Act and later as the Individuals with Disabilities Education 
Act, or IDEA, this legislation has continued to be a vital part of 
providing equal support for children with disabilities. Before its 
passage, children with disabilities were either segregated from other 
students or had little opportunity for education. Today, about 6.1 
million children with disabilities are receiving special education and 
related services.
  As a former educator and a member of the Committee on Education and 
the Workforce, I recognize the importance of continued Federal support 
of special education. Research shows that when we invest in the 
education of children with disabilities from birth throughout their 
school years, our entire society benefits. Giving these children the 
opportunities they deserve directly impacts their ability to live 
independently as contributing members of society.
  Congress reauthorized IDEA almost a year ago, and it has continued to 
provide enormous support to children in dire need. However, as this 
resolution states, we have not yet met our commitment to fund 40 
percent of the additional average pupil expenditure. Until we fulfill 
our responsibility, we are failing our Nation's children. This funding 
is needed by school districts that must make up the difference of what 
the Federal Government is not funding.
  IDEA is a powerful civil rights law that was intended to provide 
education to more than one million children who were marginalized 
because of their disabilities. Today, it does much more. IDEA is based 
on the premise that children in our society are capable of success, and 
this law has raised the standards in education for all children. In 
doing so, it has also produced much improved results, proving that when 
we dedicate resources and attention to our children they can succeed.
  IDEA requires teachers to be qualified and fair in their classrooms. 
IDEA also protects and supports the parents of children with 
disabilities. These parents have challenging, full-time jobs in raising 
their children. However, when given the support that they need, their 
children succeed. There cannot be a greater reward for a parent than 
this.
  This law focuses on results. It strives to direct funding to where it 
makes a difference, to give teachers and schools the resources they 
need to help students. I believe that more funding will produce greater 
results. While we have, as a society, made great strides, we can not 
let these children fall behind. I urge my fellow Representatives to 
work towards full funding of this act.
  We should be proud that we are now providing free and appropriate 
public education to every child with a disability. This law adds to the 
basic right of education the rights to fairness, support, and respect. 
I join my fellow Representatives in celebrating the 30th anniversary of 
the Education for All Handicapped Children Act.
  Mr. HONDA. Mr. Speaker, I rise today in support of H. Con. Res. 288, 
a resolution commemorating the 30th anniversary of the legislation that 
led to the Individuals with Disabilities Education Act, IDEA.
  On November 29, 1975, the Education for All Handicapped Children Act 
was signed into law. Enactment of that legislation was a historic 
achievement, ensuring for the first time access to education for 
children with disabilities, regardless of the nature or severity of 
their disability. Today, IDEA continues to provide for a free 
appropriate public education for children with disabilities in the 
least restrictive environment--in other words, it ensures educational 
opportunities for children with special needs.
  The expansion of IDEA to cover preschool aged children through a 
grant program and to cover infants and toddlers through an early 
intervention program has enabled the program to reach many more 
students--currently IDEA serves an estimated 269,000 infants and 
toddlers, 679,000 preschoolers, and 6,000,000 children aged 6 to 21. 
Because these services are being delivered near their homes, IDEA has 
helped to dramatically reduce the number of children with developmental 
disabilities who must live in State institutions away from their 
families.
  The success of IDEA has been overwhelming. Under IDEA, the number of 
children with disabilities who receive a high school diploma has 
increased significantly and the number of children who enroll in 
college has more than tripled. By promoting partnerships, between 
parents and educators in the design and implementation of special 
education and related :services for children with disabilities, IDEA 
helps these children to reach their full potential and prepares those 
children for employment or further education beyond high school.
  As we recognize the 30th anniversary of IDEA today and reaffirm our 
support for the legislation, I must note that the Federal Government is 
still falling far short of its commitment to fully fund IDEA at 40 
percent of the average per pupil expenditure. We are currently 
providing funding at only 18.6 percent, less than half of what we 
promised. While the teachers and students working under the auspices of 
IDEA have been able to accomplish many great things, we should think 
about all that is not being done, the students who are not reaching 
their full potential and the teachers who cannot do all that they want 
or need to do with their students, because IDEA is not being fully 
funded.
  We must live up to our commitment and fully fund IDEA, so that it can 
truly live up to its potential and so that students with disabilities 
can live up to their potential.
  Mr. CASTLE. Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore (Mr. Cole of Oklahoma). The question is on 
the motion offered by the gentleman from Delaware (Mr. Castle) that the 
House suspend the rules and agree to the concurrent resolution, H. Con. 
Res. 288.
  The question was taken; and (two-thirds having voted in favor 
thereof) the rules were suspended and the concurrent resolution was 
agreed to.
  A motion to reconsider was laid on the table.

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