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Brown v. Board of Education of Topeka
This case challenged segregation in education and to represent that separate is not equal. This case was a backbone for parents of students with disabilities to contend their students were not receiving adequate education. -
Period: to
Mainstreaming
Many students with disabilities were excluded from school and only addressed those with mild disabilities, assumed to be “visitors” in general education, there just to improve their social skills. They did not receive services they needed in school. -
Section 504
Section 504 is a part of the rehabilitation Act of 1973. This protects those who do not qualify for services under IDEA but the students still have a disability. Students who are served under Section 504 are provided with accommodations through the public school system. Examples: extended time, small testing location, being able to write in the testing booklet, etc. -
Regular Education Initiative (REI)
REI is a thoughtful response to identified problems in our system for educating low-performing children, but it is a not a detailed blueprint for changing the system. In spite of REI:
•Students were not making adequate academic progress
•Students with moderate to severe needs were not being
addressed
•Accommodations were not being made in the general
education classrooms
•Adequate collaboration was not being achieved -
Period: to
Inclusion Movement
Students with disabilities were segregated and isolated from general education settings. The movement lead these students into attending schools in their region. -
Americans with Disabilities Act (ADA)
•Once a student graduates from public school then they are no
longer protected by IDEA instead they are protected by ADA.
•This is the law that requires public colleges to provide
accommodations for students with disabilities.
•Requires that ramps are provided and elevators are provided so all
individuals can have equal access to all buildings. -
No Child Left Behind
•This law was the one responsible for the idea of all students
being held to high standards. This means students will mild
disabilities must pass all state assessments like students
without disabilities.
•Five core principles of NCLB:
•Strong accountability for results
•Expanded flexibility and local control of schools
•Emphasis on research based teaching methods
•Expanded options for parents
•Highly qualified teachers -
Individuals with Disabilities Education Improvement Act
•Amends Education for All Handicapped Children Act of 1975,
the EAHCA amendments of 1983 and 1986, and the
Individuals with Disabilities Education Act of 1990, 1992,
and 1997
•More students:
are educated with non-disabled peers
with disabilities are employed
with disabilities are attending college Six principles:
1) Due Process
2) Equal Protection
3) Zero Reject
4) Free and appropriate public education
5) Least restrictive environment
6) Nondiscriminatory assessment
