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Vocational Rehabilitation Act--Section 504, P.L. 93-112
This act prohibits any organization that may utilize federal money of discriminating against people with disabilities. This act was monumental because it opened up opportunities within public schools and the greater community including employment opportunities and social and health services for people with disabilities. An example would be the capability for a person using a wheel chair to safely enter and exit public buildings. It also defined handicapped person and appropriate education. -
Education for All Handicapped Children Act (EAHCA)—P.L. 94-142, Part B
The importance of this event is that regardless of the disability a child may have, they were able to receive a free an appropriate public education ages 5-18. It expanded on the Elementary and Secondary Education Act (ESEA) of 1965 by requiring individualized education programs (IEP) and defining least restrictive environment (LRE). This means that even if they were already in the general education classroom, their special needs would now be recognized. -
Board of Education of Hendrick Hudson Central School District v. Rowley
What is important about this court case is that it clarified the definition of free and appropriate public education (FAPE). It highlighted how EAHCA requires support so that students with disabilities are capable of achieving what nondisabled students may achieve within the general education classroom. However, it does not require the best possible support to be provided. For Amy who was deaf, she got a hearing aid, not an interpreter. Later events differ in this respect, showing progress. -
Americans with Disabilities Act (ADA)—P.L. 101-336
This act took the Vocational Rehabilitation Act of 1973 a step further by prohibiting discrimination against individuals with disabilities in the private sector. It continued to provide equal opportunities, in the form of employment, services, accommodations, and transportation. Lastly, it is important because it re-defined disability, so it included people with AIDS. This is essential as it opened up more doors for individuals with disabilities to participate within our communities. -
Individuals with Disabilities Education Act (IDEA) P.L. 101-479
This act replaces EAHCA, and continues to extend services to individuals with disabilities through educational services and with the “people-first” terminology. Specifically, rehabilitation and social work services are provided, due process and confidentiality are established, and programs for ELL students are designed. It also recognizes autism and traumatic brain injury as categories of disabilities. Lastly, it offers transitional services for students by the time they are 16. -
Individuals with Disabilities Education Act (IDEA) P.L. 105-17
IDEA expanded by shifting more responsibilities onto public schools ensuring that students with disabilities are receiving quality education within general education classrooms. In turn, this shifted responsibility to the general education teachers requiring that he or she be on the IEP team and mandated that all students take state assessments. This is a great increase of responsibility for the success of students with special needs compared to Board v. Rowley. -
No Child Left Behind Act (NCLB)
NCLB was formed with the goal of improving instruction for all students by being more inclusive and holding schools accountable for their yearly progress. It also provides parents with the choice to not send their child to a school classified as failing. Schools can earn greater flexibility in how they use federal funds to improve their effectiveness in areas such as teacher training, technology, and reading, which had not been a factor in any other legislation thus far. -
Individuals with Disabilities Education Improvement Act (IDEIA) P.L. 108-446
IDEIA builds on IDEA by expanding the age of services from 3 to 21. For the first time, infants and toddlers showing developmental delays were eligible for early intervention special education services. The quality of education for students with disabilities continually improved as evidence-based practices are utilized and teachers must have greater qualifications. Also, Response to Intervention (RTI) is permitted to serve as a pre-referral for services requiring collaboration among educators.
