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Council for Education of Exceptional Children
Council for Education of Exceptional Children is founded in 1922.
Organized meeting at the Teacher's College at Columbia University were set up to discuss ways teachers could brainstorm and work together -
Cyuahoga Council for Retarded Children
Cyuahoga Council for Retarded Children, the first of many parent advocacy groups to emerge, was founded in 1933. A council set up in Ohio to help children who were not allowed to go to public school. -
National Associated for Retarted Citizens (The Arc)
National Associated for Retarded Citizens (The Arc) is founded
“A constitution was drawn up with the broad purposes to promote the welfare of mentally retarded persons of all ages and to prevent mental retardation” Segal, Robert Phd. (2013). The National Association for Retarded Citizens. Retreived from http://www.thearc.org/page.aspx?pid=2342. -
Brown v. Board of Education
The U.S. Supreme Court decided in the Brown v. Board of Education of Topeka case that it was unconstitutional for educational institutions to segregate children by race. This landmark legal ruling would have far-reaching implications for special education arena. -
Exception Children's Journal
Council for the Exception Children's Journal made a case for ending the segregation of disabled students. -
President's Panel on Mental Retardation
President John F. Kennedy created the President's Panel on Mental Retardation including federal aid to states -
The Association for Children with Learning Disabilities
Parents joined forces at a national conference held in Chicago. There they forged the Association for Children with Learning Disabilities. -
Elementary and Secondary Education Act
Lyndon B. Johnson signed Elementary and Secondary Education Act, which provided funding for primary education, and is seen by advocacy groups as expanding access to public education for children with disabilities. -
Mills v. Board of Education of the District of Columbia
On December 17, 1971, the Mills v. Board of Education of the District of Columbia case, the U.S. District Court for the District of Columbia students classified as “exceptional” – including those with mental and learning disabilities and behavioral issues. This ruling made it unlawful for the D.C. Board of Education to deny these individuals access to publicly funded educational opportunities. -
Pennsylvania Association for Retarded Children (PARC)
October 8, 1971: In the Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania ruling, the U.S. District Court for the Eastern District of Pennsylvania sided in favor of students with intellectual and learning disabilities in state-run institutions. PARC v. Penn called for students with disabilities to be placed in publicly funded school settings that met their individual educational needs, based on a proper and thorough evaluation. -
Mills v. Board of Education
Landmark case that declared schools could not turn away students using the excuse of lack of funds and resources. -
Congressional Investigation of 1972
Congressional Investigation of 1972: In the wave of the PARC and Mills ruling, [AR1] Congress set out to uncover how many children with special education needs were being under served. The Bureau of Education for the Handicapped found that there were 8 million children requiring special education services. Of this total, 3.9 million students adequately had their educational needs met, 2.5 million were receiving a substandard education and 1.75 million weren’t in school. -
Individuals with Disabilities Education Act (IDEA)
IDEA requires schools provide individualized or special education for children with qualifying disabilities. Under the IDEA, states who accept public funds for education must provide special education to qualifying children with disabilities. Education must be tailored to meet the needs of the individual child with a disability. IDEA also requires that education occur in the least restrictive environment and requires schools to take a child’s disability into account when enforcing discipline. -
The Education for All Handicapped Children Act (EHA)
President Gerald Ford signed the Education for All Handicapped Children Act, otherwise known as Public Law 94-142. This law required all states that accepted money from the federal government were required to provide equal access to education for children with disabilities, in addition to providing them with one free meal per day. States had the responsibility to ensure compliance under the law within all of their public school systems. -
Kurzwell Reader
Raymond Kurzwell develops Kurzwell Reader that translates material into synthesize speech. -
All Handicapped Children Act Amended
Public Law 99-457 was an amendment to the All Handicapped Children Act, which mandated that individual states provide services to families of children born with disabilities from the time they are born. Previously, these services were not available until a child reached the age of three. -
Journal of Special Education Technology
First issue of Journal of Special Education Technology -
Free Transportation for Exceptional Students
Door to door free transportation service to their enrolled educational programs -
Early Intervention Programs
Established Early Intervention Programs (EIP) for infants and toddlers with disabilities, ages 0-2. Developed an Individualized Family Service Plan (IFSP) for each family with an infant/toddler with disabilities. -
Handicapped Children’s Protection Act
President Reagan signed the Handicapped Children’s Protection Act, a law that gave parents of children with disabilities more say in the development of their child’s Individual Education Plan, or IEP. -
New Disability Categories: Autism & Brain Injury
Public Law 101-476 called for significant changes to Public Law 94-142, or the Education for All Handicapped Children Act. Traumatic brain injury and autism were added as new disability categories. Additionally, Congress mandated that as a part of a student’s IEP, an individual transition plan, or ITP, must be developed to help the student transition to post-secondary life. -
Individualized Educational Programs
Requires schools to provide individualized programs tailored to the needs of each child with disabilities must be balances. -
Parents Role Strengthened in IEP Process
Parents right (e.g. strenghten role) to be involved in decision making of IEP significantly expanded. -
EHCA name change/IDEA Reauthorized
The Education for all Handicapped Children’s Act became the Individuals with Disabilities Education Act. President Clinton reauthorized IDEA with several key amendments that emphasized providing all students with access to the same curriculum, additionally, states were given the authority to expand the “developmental delay” definition from birth through five years of age to also include students between the ages of six and nine. -
Commission on Excellence in Special Education
President George Bush established a Commission on Excellence in Special Education to collect information and study issues related to Federal, State, and local special education programs with the goal of recommending policies for improving the education performance of students with disabilities. -
No Child Left Behind Act
Bush signed the No Child Left Behind Act (NCLB). -
Tech Act
The Tech Act funds 56 state programs designed to address the assistive technology needs of individuals with disabilities. Inclusive of early assessment, early intervention, Universal Design for Learning and discipline procedures. -
IDEA Amended
Congress amended IDEA by calling for early intervention for students, greater accountability and improved educational outcomes, and raised the standards for instructors who teach special education classes. It also required states to demand that local school districts shift up to 15% of their special education funds toward general education if it were determined that a disproportionate number of students from minority groups were placed in special education for reasons other than disability. -
NCLB Waivers
Obama administration offered states a reprieve from many of the law’s mandates through a series of waivers as 38% of schools were failing to maintain student proficiency. In exchange, states had to agree to set standards aimed at preparing students for higher education and the workforce. They also must put in place assessments aligned to those standards, institute teacher-evaluation systems, and target interventions.
