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Supreme Court Decisions
PARC v. Commonwealth of Pennsylvania and Mills v. DC Board of Education determined that saving funds was not legitimate goal because uneducated children would ultimately become a greater drain on public funds. Guidelines for identification, placement decisions, and reclassification were set.” (Imber, Michael and Tyll Van Geel, 2004, p.255) -
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Special Education Significan Events
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Rehabilitation Act Amended
PL 93-112. Section 504 of Rehabilitation Act of 1973 requires schools now cover by act provide free appropriate public education (FAPE). Regulations for implementing were not released until much later, most educators not aware that this applied to public schools. (Wood, 2006, p7) -
EAHCA Enacted
“The Education for All Handicapped Children Act (EAHCA, PL 94-142) mandated that children with disabilities have access to public schools, and provided several safeguards and minimum standards for their participation. . . . The main components of EAHCA are as follows: special education, related services, free appropriate public education (FAPE), due process, least restrictive environment, [and] zero reject.” (Wood, 2006, p8-9) -
EAHCA Amended (PL 98-199)
The Education for All Handicapped Children Act is amended (PL 98-199) to: “[allow] transitional services for students with disabilities preparing to exit school; [and,] providing funding for transition demonstration projects. (Wood, 2006, p10) -
EAHCA Amended (PL 99-372)
The Education for All Handicapped Children Act is amended (PL 99-372) to: “[create] an early intervention program for in infants and toddlers; … [clarify] that parents and students have rights under both EAHCA and Section 504 of the Rehabilitation Act Amendments of 1973; … [authorize] preschool incentive grants; … [and, authorize] interagency agreements between schools and state vocational rehabilitation agencies for transitioning students.” (Wood, 2006, p10) -
EAHCA Amended (PL 101-336)
The Education for All Handicapped Children Act is amended (PL 101-336) to include: a name change to Individuals with Disability Education Act (IDEA); the mandate that special education student transition services begin at least by age 16; the addition of autism and traumatic brain injury to distinctive list of disability groups; and, least restrictive environment (LRE) requirement strengthening (Wood, 2006, p10). -
ADA Enacted
The Americans with Disabilities Act was enacted, extending protections of nondiscrimination given under Section 504 of the Rehabilitation Act to other areas of the public. School design, construction, and remodeling must take into account physical accessibility for students with disabilities. . . . The ADA, like IDEA, requires that services be delivered to individuals with disabilities in the most integrated setting appropriate to the needs of the individual.” (Wood, 2006, p19) -
IDEA Reauthorized (PL 105-17)
EAHCA (IDEA) amended: Least Restrictive Environment (LRE) include[s] ‘access to general curriculum’ with consideration of assistive technology devices and services, orientation and mobility services; transition age consideration for student educational program to begin at least by age 14; exceptions to the ‘stay-put’ rule regarding disputed educational placement; allows the term developmental delay for children up to age 9. (Wood, 2006, p10) -
NCLB (reauthorization of ESEA)
No Child Left Behind Act, a reauthorization of 1965 Elementary and Secondary Education Act, reinforces inclusion of children with disabilities in state- or district-wide testing. Students with most severe disabilities can use alternative assessment methods, such as portfolios based on achievement of IEP objectives completed or life skills mastered, with 1% maximum limit on special education students using alternative assessment counting toward annual yearly progress (Wood, 2006, p19-20). -
IDEA 97 now IDEIA 2004
IDEA 97 amended: name changed to The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004); more accountability requirements of outcomes data from state and local levels; preservice preparation requirements for personnel working with children with disabilities; new requirements for IEPs to include scientifically based instruction; and intervention for students to reduce numbers needing special education services (Response to Intervention—RTI). (Wright & Wright, 2013)
