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Homeless youth with a disability must overcome many barriers to receive the meaningful, individualized education they are legally entitled to. Over the last two decades, the Individuals with Disabilities Education Act and the McKinney-Vento Act have begun to acknowledge the challenges that exist for this population. These laws require school districts to identify homeless youth with a disability, allow them immediate enrollment and access to special education services, and free transportation to school. This article examines the Los Angeles Unified School District as a case study for policy implementation. In analyzing the success of the policies as implemented, this article makes affordable, specific and systemic recommendations for meeting the obligations of the IDEA and the McKinney-Vento Act. These recommendations rely on the opinions of professionals who work with this population everyday, to improve access to special education so that homeless students get the meaningful, individualized education the law requires. A.J. had just made the long bus trip north to East Hollywood from Compton, the last place he called home. 1 He was seeking food, but more than that he was seeking others like himself. However, when he finally arrived at My Friend’s Place, a nonprofit agency wedged between a Walgreens and the 101 Freeway, all he felt was anger. He got in fight after fight with other homeless youth, yelled at staff and was physically expelled on several occasions. He was fifteen years old, had dropped out of high school and was living on the streets. Instability marred his life long before he finally decided to leave his family. Cycling in and out of shelters, his parents regularly abused alcohol and eventually separated. Yet more than instability, there was absence: no one to help him grow up and no one to talk to about his education. But this latter concern never mattered to him, he hated school, it was too challenging. At twenty-three, he tired of the daily struggle to eat and live on the pavements of Hollywood and finally sought the assistance of social worker, Erin Casey, to earn a GED (General Educational Development Test). Armed with a positive attitude and a renewed desire to work his way up in the world, he studied for months to prepare for the test. After a year, he still could not finish the required number of problems in the allotted time. His social worker called in a few favors at Los Angeles Children’s Hospital and made an appointment for A.J. to be evaluated for learning and other disabilities. After years of failing grades in the Los Angeles 1 Interview with Erin Casey, Clinical Director, My Friend’s Place, in L.A., Cal. (Feb. 24, 2012). 1 Krumpak: Off Sunset Boulevard: Students, Homelessness and Disability in Los AngelesIDEA, McKinney Vento and the Void in Between

Off Sunset Boulevard: Students, Homelessness and Disability in Los Angeles- IDEA, McKinney Vento and the Void in Between