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Brown vs. The Board of Education
The Supreme court officially ruled that segregating the school according to race was unconstitutional. The federal government became an advocate for students who experienced prejudice and inequality in their school for the first time in history. This was really the first event that set the path for future legislation for individuals with diabilities by pointing out that everyone regardless of race, ability, culture, or anything else for that matter should have equal opportunities for education. -
Elementary and Secondary Education Act
This act was passed making the federal government responsible for protecting and providing all students from disadvantaged backgrounds. It ensures that they have equal access to public education, providing provisions such as free and reduced lunch, and grants that encourage states to improve programs for disabled students. It was revised and renamed Education of the Handicapped in 1970. -
Pennsylvania Association for Retarded Children (PARC) vs. Commonwealth of Pennsylvania
PARC challenged the excluding of students with mental retardation from schools, claiming it to be unconstitutional. The state was thereby not allowed to deny acces to a free abnd public school program to mentally retarded children. This was an influential court case in the drafting of the P.L 94-142. -
Mills vs. The Board of Education of the District of Columbia
This case occurred also because of exclusion of handicapped children in public schools. The state was required to provide adequate services as well as periodic reviews of how the child was doing; their status, progress, and review of if the educational alternatives were adequate. Schools were required to provide curricula, objectives, qualifications of the teachers, and show supplemental procedures. -
Education for all Hanicapped Children Act (P.L. 94-142)
This is the act was designed to make sure all children with disabilities receive an appropriate education and receive special education and related services. Individualized Education Programs (IEP’s) were required. This was also the first time least restrictive environment was defined. -
Individuals with Disabilities Education Act (IDEA)
This act took over the P.L. 94-142 EAHCA, ensuring due process and confidentiality to students and families with disabilities. Special education services include assistive technology, social work, and rehabilitation services. Autism and traumatic brain injury were included in disabilities. States are required to transition students from the school setting to the workplace. Individualized transition programs need to be developed by the time the student reaches 16 years old. -
IDEA Ammendments
Students with disabilities would still get services, even if they are expelled. The developmental delay category is extended up to age 9. Schools have more of a responsibility to ensure students have access to the general curriculum. Special ed. staff in mainstream classrooms could now help all children, and the general ed. teacher needs to be part of an IEP team. Disabled students are still required to take state/district assessments. Behavior management plans are required when needed. -
No Child Left Behind Act (NCLB)
This act was created in hopes of improving student performance and ensuring students don’t get stuck in a failing school. Teacher quality, ELL performance, and safe drug free schools are some of the topics it covers. Statewide assessments are in place to increase accountability and schools are expected to make adequate yearly performance goals. Parents have the choice in schools according to their performance. Funds are used in certain ways according to school performance as well. -
Individuals with Disabilities Education Improvement Act (IDEIA)
Taking over the previous IDEA act, districts use the RTI (Response to Intervention) model to determine whether a child has a learning disability. Federal funds are increased to provide early intervention services for students who do not need special education services. Short term objectives are eliminated in the IEP accept for students not taking state achievement assessments. Policies were designed to prevent misrepresentation of students in special education by race and ethnicity.
