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Training to Professional Personnel Act of 1959
When Public Law 86-158 passed, it encouraged the training of leaders and specific teachers to educate people with intellectual disabilities. -
Elementary and Secondary Education Act of 1965
Public Law 89-10, along with the State Schools Act (PL 89-313) provided funds to help states educate children with disabilities. -
PARC vs. Commonwealth of Pennsylvania
In the first right-to-education lawsuit, a Pennsylvania law was overturned in a case between the Pennsylvania Association for Retarded Citizens and the Commonwealth of Pennsylvania. Since then, access to quality education for all children has been ensured. This decision became the basis for EHA. -
Education for All Handicapped Children Act (EHA)
Public law 94-142 was passed to help protect the rights and meet needs of disabled students and their families. Before this law, many children were denied learning opportunities based on ability.
The law required free, appropriate, public education (FAPE), to every child across the country and included assessment and assurance in the efforts. It included financial incentives to help states and districts comply with the new law. The following school year, over 3.5 million students were served. -
1986 Reauthorization
The 1986 Reauthorization of PL 99-457 expanded to include children who were born with disabilities to be eligible for services. Previously, children had to wait until age three regardless of diagnoses. -
Individuals with Disabilities Education Act
PL110-476 changed from EHA to the Individuals with Disabilities Education Act or IDEA. This implemented the use of IEPs or Individualized Education Plans. IEPs are created between the student, their family, their teachers, and the district to insure individualized and quality educational services.
Individual Transition Plans or ITPs are mandated for students over the age of 16 to help students transition to life after secondary school.
In 1990, 4.7 million children were served under IDEA. -
1997 Reauthorization
The 1997 reauthorization of PL 105-17 emphasized the importance for children with disabilities to access the general curriculum. This began the push for inclusive classrooms and gave new importance to educating students in the Least Restrictive Environment (LRE). -
No Child Left Behind Act
No Child Left Behind (NCLB) is passed and aligns with IDEA. In regards to children with disabilities, NCLB calls for early intervention services for academic and behavioral support, not just special education. It held all children to higher educational outcomes. A 2006 reauthorization mandated research-based instruction, interventions, and screening. -
Equity Regulations under IDEA
This revision helped to ensure children with disabilities were not disproportionately removed from the classroom due to disciplinary reasons. Before this change, certain students were being over-identified for services. This prevented certain students from being placed in more restrictive environments and being held to less challenging academic standards. -
Endrew F. vs. Douglas County School District. Re-1
FAPE is redefined for all students to meet challenging objectives. Children are expected to make appropriate progress "in light of the child's circumstances".