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Brown v. Board of Education of Topeka
Separate is not equal
Allowed for parents of students with disabilities to contend their students were not receiving adequate education
Challenged segregation in education
Proved they were denied equal education opportunities -
Pre-1960
Until 1960s students with disabilities were segregated from students without disabilities -
Around 1968
Students with mild disabilities were mainstreamed with students without disabilities.
At this time the students were only “visiting” the general education class and not really being instructed.
Polices of normalization and deinstitutionalization were being implemented. This required agencies to provide individuals with disabilities “normal” experiences where skills were taught to allow independence. This helped reduce the amount of individuals being institutionalized. -
Education for All Handicapped Children Act
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EAHCA amendments
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EAHCA amendments
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Individuals with Disabilities Education Act
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IDEA amendments
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IDEA amendments
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No Child Left Behind
Responsible for all students being held to high standards. Students with mild disabilities must pass all state assessments like students without disabilities. Requires students with mild disabilities to be instructed using the state standards since they are taking the state assessments Five core principles:
Accountability of 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
More students with disabilities are employed
More students with disabilities are attending college
IDEA is the most important law for individuals with disabilities in the school age years.