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Ruling to desegregate schools laid the foundation for future laws requiring access to education for students with disabilities.
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Supports many initiatives that help low-income families access high-quality education programs Includes provisions for free and reduced lunches and additional teachers in disadvantaged communities
Applies to children who need additional support to benefit from public school education programs -
Defines handicapped person Defines appropriate education Prohibits discrimination against students with disabilities in federally funded programs
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Grants federal funds to states for programming for exceptional learners Provides the first federal funding of state programs for students who are gifted and talented Grants students and families the right of due process in special education placement
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Known as the Mainstreaming Law Requires states to provide a free and appropriate public education for children with disabilities (ages 5 to 18) Requires individualized education programs (IEPs) First defined least restrictive environment
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Requires states to extend free and appropriate education to children with disabilities (ages 3 to 5) Establishes early intervention programs for infants and toddlers with disabilities (ages birth to 2 years)
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Prohibits discrimination against people with disabilities in the private sector Protects equal opportunity to employment and public services, accommodations, transportation, and telecommunications Defines disability to include people with AIDS
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Renames and replaces P.L. 94-142 (EAHCA)
Establishes “people-first” language for referring to people with disabilities
Extends special education services to include social work, assistive technology, and rehabilitation services
Extends provisions for due process and confidentiality for students and parents
Adds two new categories of disability: autism and traumatic brain injury
Requires states to provide bilingual education programs for students with disabilities -
Requires that all students with disabilities continue to receive services, even if they have been expelled from school
Allows states to extend their use of the developmental delay category for students through age 9
Allows special education staff who are working in mainstream classrooms to assist general education students when needed
Requires a general education teacher to be a member of the IEP team
Limits the conditions under which attorneys can collect fees under IDEA -
Maximizes the ability of people with disabilities to select, obtain, and use assistive technology.
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Allows districts to use a response-to-intervention (RTI) model for determining whether a child has a specific learning disability, and no longer requires that a child have a severe discrepancy between achievement and intellectual ability to qualify (RTI is described in more detail later in this chapter)
Increases federal funds to provide early intervention services to students who do not need special education or related services -
Establishes a clear national priority for the employment of people with disabilities.