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World War I
It was once believed that "after the conclusion of World War I, a common viewpoint in the United States was that cognitive ability, and more specifically intelligence, was genetically tied to race” (Witte, Bogan, & Woodin, 2015, p. 3). The ability test was given in a language that was different to the person taking the test, which played a huge role in results. Witte, R., Bogan, J., & Woodin, M. (2015). Assessments in special education. Upper Saddle River, New Jersey: Pearson Education. -
Brown v. Board of Education
This case may not have been about special education, but because the wording in the law read "In the field of public education, the doctrine of ""separate but equal"" has no place", this opened a huge opportunity for civil rights movements. It was this opportunity and wording in the law that helped launch an inquiry to legislation regarding special education. -
Diana v. California State Board of Education
This was an important case and an important time in special education. This case allowed for non-English-speaking students to pick the language of their choice for the test. By a student being able to select his or her test language, the test then can not discriminate based on culture and language. -
Section 504
Prior to idea, in 1973 they passed a law called 504 that is still in affect today. This law protects students that have been diagnosed with a disability but may not qualify for special education services. This law is so important because it protects all the students that may fall through the cracks. -
Education Amendments
In 1974, the law passed a change called the Education of the Handicapped Act and it is regarding the right of children with disabilities to a free appropriate public education (FAPE). The other law that was passed was FERPA and that one is to protect the privacy of students by allowing parents or guardians and students who have reached the age of majority to obtain confidential school records. -
IDEA Reauthorized PL 105-17
This law was passed to strengthen and improve IDEA to be more aligned to FAPE for all children and young adults that have been diagnosed with a disability. Part of what this law required was that all children diagnosed with a disability be in the least restrictive environment. This means that if there can be accommodations and modifications, the student can remain in the classroom with all typical developing children. -
No Child Left Behind Act
This law was passed in 2001 and put in place in 2002. The NCLB was put in place to make sure that everyone did well across the country by ensuring that all the schools were using the same guidelines and same assessments. The idea was that every single child would be performing at grade level by 2014. -
Individuals With Disabilities Education Improvement Act 2004
IDEA was improved to IDEIA in 2004. The law pretty much remained the same, but included some changes. One of those was the topic of Response To Intervention (RTI). Some of the changes include the evaluation process, parental participation in the eligibility and placement process, and the use of RTI in the classrooms. RTI is important because staff and teachers need to see and know that all options have been exhausted prior to referring a student to a special education evaluation. -
IDEIA and Improvements
The concepts with IDEA are going well, but in 2006 some changes were made. This new change now requires "schools to provide documentation that appropriate instruction has occurred in the general education classroom” (Witte et al., 2015, p. 15). The importance of this change is that it requires more accountability in the general education classroom. Witte, R., Bogan, J., & Woodin, M. (2015). Assessments in special education. Upper Saddle River, New Jersey: Pearson Education. -
Every Student Succeeds Act (ESSA)
This law is requiring to bring back the Elementary and Secondary Education Act (ESEA). The main purpose of this law is to provide an equal opportunity for students who get special education services. The law also makes sure that all schools are held accountable for how students learn and thrive in each individual grade level.
