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Amy Rowley born
Amy Rowley is born. Both of Amy's parents are deaf. There is only an 8% chance of deaf children being born to deaf parents. At 18 months old, her parents realize that Amy fits into this small percentage (Glad, 2008). Could not verify birthday. This is an estimated date.
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The Education for All Handicapped Children Act of 1975
This act (later amended and renamed IDEA) represents a federal effort to educate handicapped children because of Congress' perception that handicapped people "were either totally excluded from schools or [were] sitting idly in regular classrooms awaiting the time when they were old enough to 'drop out'" (Wright & Wright, 2012). -
One year before Amy begins school
Amy will attend the Furnace Woods School in the Hendrick Hudson School District, Peekskill, New York. An excellent lip reader, Amy has minimal residual hearing. Amy's parents meet with school personnel and collectively decide to place her in a regular kindergarten class on a trial basis. The school prepares by sending several people to sign language interpretation classes, a teletype machine is installed in the principal's office to communicate with the Rowleys (Wright & Wright, 2012). -
Amy Attends Kindergarten
Amy attends kindergarten on a trial basis. After the trial, school administration decides that Amy requires an FM hearing aid to amplify spoken words into a wireless receiver and an interpreter is not needed. She successfully completes kindergarten (Wright & Wright, 2012). -
Amy Goes to 1st Grade
The school creates an IEP (Individualized Education Program). It states that Amy should be educated in a regular classroom using an FM hearing aid, she will spend one hour per week with a tutor for the deaf, and receive speech therapy three hours per week. The Rowleys agree, but insist on a sign-language interpreter in all academic classes. This request is denied after an interpreter reports that Amy did not need his services (Wright & Wright, 2012). -
The Rowleys Get a Hearing Before an Independent Examiner
After reviewing evidence from both sides, an independent examiner agrees that an interpreter is not needed because "Amy was achieving educationally, academically, and socially" without such assistance (Wright & Wright, 2012). Could not verify this date. This is an estimated date. -
Rowleys Take Case to District Court
After receiving a denial for an interpreter from the independent examiner, the decision was affirmed on an appeal by the New York Commissioner of Education. The Rowleys then brought an action (sued) in the United States District Court for the Southern District of New York under the claim that the denial of a sign language interpreter constitutes denial of “free appropriate public education.” (Wright & Wright, 2012). Could not verify the exact date, but it is the exact year. -
District Court Decision
The difference between Amy’s potential and her achievement causes the court to determine that she was not receiving "free appropriate public education" which the court defined as "an opportunity to achieve [her] full potential commensurate with the opportunity provided to other children" (Wright & Wright, 2012). The Hendrick Hudson School District appeals
Could not verify the exact date, but it is the exact year. -
Problems with Education for All Handicapped Children Act
This is the first case in which the district court is called to interpret the Act, the district and court of appeals conclude that Act does not define “appropriate education” and leaves the interpretation and responsibility up to the courts. There are also issues with who should receive services and what types of services (Wright & Wright, 2012). -
U.S. Court of Appeals for the Second Circuit Court
The U.S. Court of Appeals for the Second Circuit agrees with the lower court's ruling. The Board of Education requests a petition of the certiorari and the case goes to the U.S. Supreme Court (Best, 2011). -
Majority and Minority Opinions
JUSTICE REHNQUIST delivered the opinion of the Court. "This case presents a question of statutory interpretation. Petitioners contend that the Court of Appeals and the District Court misconstrued the requirements imposed by Congress upon States which receive federal funds under the Education of the Handicapped Act. We agree, and reverse the judgment of the Court of Appeals" (Wright & Wright, 2012). -
The Case Goes to the Supreme Court
The U.S. Supreme Court rules in favor of Hendrick Hudson Board of Education ordering Amy to remain in first grade with all previous supplemental services, but without the sign language interpreter (Best, 2011). Justice Rehnquist delivers the opinion of the court. Burger, Powell, Stevens and O'Connor join. White files a dissenting opinion and Brennan and Marshall join (Wright & Wright, 2012).
