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Brown v. Board Education
Federal government declared that racial segregation in public schools violated the Equal Protection clause of the 14th Amendment. For the first time, they advocated for students who experience inequality and prejudice at school. This started the path for future legislation to include individuals with disabilities to have the right to an education (Spring, 2004; Vaughn, Bos, & Schumm, 2014). -
Elementary and Secondary Education Act (ESEA) (Public Law 89-10)
Supports many initiatives that help low-income families access high-quality education programs (i.e. free and reduced lunches, additional teachers). The grant program was a critical component and encouraged states to create and improve programs for students with disabilities. Applies to children who need additional support to benefit from public school education programs (Vaughn et al., 2014; Haran, 2014). -
Mills v. Board of Education of the District of Columbia
Ruled that no child eligible for public education be excluded from that school system, and required the state to provide adequate alternative education services as well as prior hearing and periodic review of the child's status, progress, and the adequacy of any educational alternative. The Courts required schools to describe the curricula, objectives, teacher qualifications, and supplemental services that were needed (Vaughn et al., 2014; E Martin, R. Martin, & Terman, 1996) -
Vocational Rehabilitation Act (VRA) (Public Law 93-112, Section 504)
This law defines a handicapped person and defines appropriate education. It prohibits discrimination against students with disabilities in federally funded programs. The VRA also prohibits discrimination in the employment of persons with disabilities and in social and health services. Because of this law, many individuals with disabilities now have greater access to opportunities in the workplace, community services, and colleges and universities (Vaughn et al., 2014; Willis, 2014). -
Education for All Handicapped Children Act (EAHCA) (Public Law 94-142, Part B)
It is known as the Mainstreaming Law, and requires states to provide a free and appropriate public education fro children with disabilities (ages 5 to 8). It also requires individualized education programs (IEPs). It first defined least restrictive environment--students are best served in the settings (most like those of their nondisabled peers) in which they can learn (Vaughn et al., 2014; Education for All Handicapped Children Act of 1975, 1982) . -
Education of the Handicapped Act Amendments (Public Law 99-457)
These amendments required states to extend free and appropriate education to children with disabilities ages 3 to 5, and include a rigorous national agenda pertaining to more and better services to young special needs children and their families. They also established early intervention programs for infants and toddlers with disabilities ages birth to 2 years (Vaughn, 2014; Education of the Handicapped Act Amendments of 1986, 2012). -
Americans with Disabilities Act (ADA) (Public Law 101-336)
Prohibits discrimination against people with disabilities in the private sector. Protects equal opportunity to employment and public services, accommodations, transportation, and telecommunications. Some appropriate aids and services include assistive listening devices, note takers, Brailled or large print materials, and wheel chair accessible ramps, elevators, and isles. Defines disability to include people with AIDS (Vaughn et al., 2014; Devine, 2009). -
Individuals with Disabilities Education Act (IDEA) (Public Law 105-17)
Requires all students with disabilities continue to receive services, even if they have been expelled from school. Allows states to extend their use of the development delay category to students through age 9. Requires a general education teacher to be a member of the IEP team. Requires a proactive behavior management plan to be included in the student's IEP if a student with disabilities has behavior problems (Vaughn et al., 2014; Office of Special Education and Rehabilitative Services, 2001). -
No Child Left Behind Act (NCLB)
Improves performance of elementary and secondary schools by increasing school, district, and state accountability for all students. including those from minority populations and those with special needs. Provides more flexibility in how states use federal funds as long as standards of accountability are met. Implements early reading interventions (Vaughn et al., 2014; Govtrack.us, 2001). -
Individuals with Disabilities Education Improvement Act (IDEIA) (Public Law 108-446)
Allows districts to use a response-to-intervention (RTI) model for determining whether a child has a specific learning disability. Eliminates use of short-term objectives in an IEP except for students who do not take statewide achievement assessments. Raises standards for special education licensure. Includes services for children ages birth to 6 and transitional planning services for adolescents (Vaughn et al., 2014; Individuals with Disabilities Education Improvement Act of 2004, 2006).
