-
PARC v. Commonwealth of Pennsylvania
The consent agreement stated that the state couldn't deny a "free, public program of education and training appropriate to the child's capacity." This was when inclusion was first introduced as the consent agreement also stated, "Placement in a regular school is preferable to placement in a special school class is preferable to placement in any other type of program of education and training. (Disability Justice, 2020).
https://www.youtube.com/watch?v=QtFmp3XduaQ -
Mills v. Board of Education
This case extended FAPE to children with all disabilities, not just intellectual. This suit also required the state to provide "adequate alternative education services" in which the state argued that it could not because they did not have the financial means. The Court ruled against the B.O.E. stating that insufficient funds "cannot be permitted to bear more heavily on the exceptional or handicapped child than on the normal child" (Justia, 2020)
www.disabilityjustice.org/right-to-education -
Vocational Rehabilitation Act
This law approved grants to states for services that benefited individuals with disabilities to pursue education after high school, receive employment and assisted them to live independently. Also, it defined appropriate education and handicapped person. Lastly, this law prohibited discrimination against people with disabilities. -
EAHCA
The Education for All Handicapped Children Act required that children with disabilities be evaluated and have an educational plan created to meet their unique needs, also called IEP. This law decreed that they be placed in the least restrictive environment to the greatest degree possible while still being granted acess to extra help and services that they would need. Parents were also granted the right to challenege the decisions made about their children's educational placement. -
Board of Education v. Rowley
Amy Rowley (deaf student) received education with use of hearing aids. Her parents sued the BOE for not providing her with an appropriate education because they denied an intepreter for Amy. According to the court transcript, when trial experiments were conducted,there was no significant difference with an interpreter present. On the contrary, her teachers expressed that it might've been a distraction. This case also clarified the definition of FAPE. www.oyez.org/cases/1981/80-1002 -
EHA Amendments
This law granted free, appropriate education to be offered to children with disabilities from ages 3 to 5, increasing federal funding for preschool services. It also established a new Early Intervention State Grant Program for infants and toddlers form birth through age two. The Early Intervention Program includes services such as family training, special instruction, speech pathology, occupational therapy, physical therapy, psychological services, identification, screening, and assessment. -
Honig v. Doe
The Education of the Handicapped Act contains the "stay-put" provision which provides children with disabilities the right to remain with their current educational placement pending completion of any review proceedings, unless parents and/or educational agencies agree to removal. This granted students with emotional and/or behavorial disorders exemption of being permanently suspended for behaviors related to their emotional disorders. -
Individuals with Disabilities Education Act of 1990
IDEA replaced EAHCA. There were new guidelines made, such as using people-first language. For example, instead of saying, "Billy is an autistic boy, we would say Billy is a boy with autism." Other adjustments included offering bilingual services, sped services now included social work, assistive technology, and rehab services. There were also two disability categories added: autism and brain injury. Finally, transition services must be given to students starting at 16. -
Individuals with Disabilities Education Act of 1997
There were adjustments made to this new law such as students must receive services though being expelled. A significant change was that developmental delay was extended to students up to age 9, instead of age 5. An adjustment that benefited all students was that special education staff could help any student that needed assistance in an inclusive classroom. Another big change was that students with disabilities had to take state/nation-wide assessments, with appropriate accomodations. -
IDEIA
This act was meant to help children learn better by promoting accountability for results. The services provided to students were now based on knowledge and practice from research. An interesting provision I found was the Response to Intervention. According to the textbook, schools must permit the use of alternative research-based procedures for determining whether a student has a severe learning disability and mustn't require use of a severe discrepancy.
