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Late 1800s - Early 1900s
Segregation and exclusion were common practices where children with disabilities were systematically barred from attending public schools and instead were placed in specialized facilities. This period was characterized by a deficiency in comprehension and acknowledgement of those with impairments, resulting in their segregation from the wider society. -
1918: Smith-Hughes Act
Allocated federal cash to support vocational rehabilitation programs aimed at assisting individuals with impairments. This was a momentous stride in acknowledging the necessity of providing assistance to those with disabilities in obtaining occupational skills and engaging in the labor market. -
1954: Brown v. Board of Education
This important Supreme Court case, while not specifically focused on special education, ruled that racial segregation in schools was unconstitutional. This decision set the foundation for attempts to desegregate schools, which also had an influence on kids with disabilities. It established a standard for incorporating excluded populations into widely accepted organizations. -
1972: Mills v. Board of Education
The court decision established that kids with disabilities had the right to receive a public education that is suitable for their individual needs, which served as the basis for the Education for All Handicapped Children Act (EAHCA). This decision underscored the entitlement of children with disabilities to obtain an education that is customized to their specific need. -
1975: Education for All Handicapped Children Act (EAHCA)
Mandated that all public schools receiving federal funds must ensure equitable educational opportunities for students with disabilities. This legislation represented a notable change towards inclusiveness in the field of education, requiring that children with disabilities get equal educational opportunities as their classmates without impairments. -
1986: The Education of the Handicapped Act Amendments
The Individuals with Disabilities Education Act (IDEA) was renamed and its scope was broadened to encompass assistance for infants and toddlers. Additionally, provisions for transition programs were introduced. The amendment expanded the range of services accessible to persons with disabilities from a young age to maturity, with a focus on the significance of early intervention and preparation for transitioning. -
1990: Americans with Disabilities Act (ADA)
Discrimination against persons with disabilities is not allowed in any aspect of public life, including as schools, jobs, and transportation. The ADA, or Americans with impairments Act, was a significant legislation in the field of civil rights. Its primary objective was to provide equal opportunities and accessibility for people with impairments, therefore facilitating their complete engagement in society. -
2001: No Child Left Behind Act
Mandated the inclusion of students with disabilities in standardized testing and enforced schools' responsibility for their academic advancement. This Act sought to enhance educational achievements for all students, including individuals with disabilities, by establishing rigorous standards and demanding expectations for educational institutions. -
2004: Individuals with Disabilities Education Improvement Act (IDEIA)
The IDEA was reauthorized, with a focus on highlighting the significance of holding children with disabilities accountable for their academic achievement. This reauthorization enhanced the emphasis on guaranteeing that kids with disabilities obtain a top-notch education and achieve significant advancement towards their academic objectives. -
22009: The American Recovery and Reinvestment Act (ARRA)
Allocated further financial resources to enhance special education programs, enabling schools to adequately address the requirements of kids with disabilities throughout the economic recession. This financing was essential in sustaining the ongoing delivery of services to students with disabilities within a difficult economic climate. -
2015: Every Student Succeeds Act (ESSA)
The No Child Left Behind Act has been replaced, granting states greater autonomy in developing accountability systems for schools, including those that cater to kids with disabilities. The objective of ESSA was to grant states and local communities the authority to enhance educational achievements for every student, with a particular emphasis on fairness and inclusiveness.