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Special Education Timeline
The history of special education linked to advocacy movements in the history of the United States. -
The Elementary and Secondary Education Act (ESEA); Public Law: 89-10
Through the Elementary and Secondary Education Act (ESEA); Lyndon B. Johnson hoped to address “racial, social, and economic inequalities” for students across the nation (Bishop & Jackson, 2015). This act came to fruition on the tail end of the Civil Rights Act with high hopes it would serve as a proponent of the “War on Poverty” at the time and would champion the cause to “advance quality education as a lever out of poverty for children and families across the country” (Bishop & Jackson, 2015). -
Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania
In 1971, (PARC) fought on behalf of certain children being excluded from public schools. Referencing equal rights for disabled students, LRE, and FAPE, it was determined a “regular public classroom was a better choice for educational training than a special-education classroom” ((PARC) v. Pennsylvania, 1972, as cited in Hurwitz, 2008) It also allowed for parents of disabled children to have a say in the schools classification & placement ((PARC) v. Pennsylvania, 1972, as cited in Daniel, 1997). -
Education Amendments of 1974; Public Law: 93-380
Coming a year before Public Law 94-142, the Education Amendments of 1974 paved the way for its passage a year later whereas, the amendment was ultimately extended (Abeson & Zettel, 1977). This amendment required states, in order to receive federal funding to educate persons who are handicapped, to ensure a plan that said persons are educated with children who are not handicapped among other requirements. (Education Amendments of 1974, Pub. L. No. 93-380, Title VIB, § 612(d),13B Stat. (1974)). -
The Education for All Handicapped Children Act of 1975; Public Law: 94-142
Per our class text/outside sources, this law required educators “to focus on the needs of individual students with disabilities to ensure that they receive appropriate education services” (Hallahan, Kauffman, & Pullen, 2018). A source describes how students were no longer to be considered “noninclusion” for normal general education activities & details the use of IEP’s as a “central building block” so that “inappropriate educational services” would no longer be rendered (Abeson & Zettel, 1977). -
Individuals with Disabilities Education Act (IDEA); Public Law: 101-476
The amended federal law from 1975 signed by President Ford; this law “ensures that all children and youths with disabilities have the right to a free, appropriate public education” otherwise known as FAPE (Hallahan, Kauffman, & Pullen, 2018). In addition, referencing early intervention services, IDEA allows federal funding for states along w/requirements to include identification & evaluation, LRE, due process, and parent/student participation & shared decision-making (Lipkin & Okamoto, 2015). -
No Child Left Behind Act; Public Law: 107-110
The No Child Left Behind Act (NCLB) was meant to reform the education system requiring that all states adopt and adhere to academic standards and create appropriate testing and grading of such testing. Under this system, it was meant to be incentive-based whereas states would receive federal funding for education (Jaiani & Whitford, 2011). Student with disabilities were still expected to achieve at a level equal to their non-disabled peers (Hallahan, Kauffman, & Pullen, 2018). -
Individuals with Disabilities Education Improvement Act of 2004, Reauthorized IDEA; Public Law: 108-446
IDEIA is a re-authorization of the landmark Fed. Law in 1975 i.e. P.L. 94–142. This amendment intended to “implement a better education for children with disabilities” thus changing “teacher qualifications” to better meet the needs of SpEd students along w/the provisions of the IEP process (Valentino, 2006). Congress found w/IDEA; it was “impeded by low expectations” & was not applying apt research on methods of teaching that works for children w/disabilities (20 U.S.C.[section]1400(4)(2006)). -
Rosa's Law; Public Law: 111-256
“Rosa’s Law” solidified the use of the term “intellectual disability”; replacing the wording “mental retardation” permanently (Hallahan, Kauffman, & Pullen, 2018). Rosa Marcellino, at the time, was a 9 year old girl with Down Syndrome whereas her parents wanted these stigmatized words to be removed for communication purposes (Stavrakantonaki & Johnson, 2018). -
No Child Left Behind Act, Waivers
With “strict performance” guidelines and a looming deadline of 2014 to bring all states to proficient status referencing state testing of English/Language Arts material & mathematics, the administration under President Obama offered waivers for the NCLB Act to states who applied as long as they adhered to certain criteria (Klein, 2015 & House, 2013). One of these criteria included “adopting college-and-career-ready standards" primarily geared towards troubled schools (House, 2013). -
Every Student Succeeds Act (ESSA); Public Law: 114-95
Meant to replace NCLB, it still required students w/disabilities to participate in assessments of "educational progress" meant for all students (Hallahan, Kauffman, & Pullen, 2018). As a reauthorization of ESEA, it “narrows the role of federal government”; allowing latitude to states/districts referencing ed. testing for certain grades in read./lang. arts, math, & science (Darrow, 2016). It is also meant to prepare students for success in college/careers after high school (Darrow, 2016). -
References:
Abeson, A., Bolick, N., & Hass, J. (1975). A Primer on Due Process: Education Decisions for Handicapped Children. Exceptional Children, 42(2), 68-74. -
References:
Abeson, A., & Zettel, J. (1977). The End of the Quiet Revolution: The Education for All Handicapped Children Act of 1975. Exceptional Children, 44(2), 114-128. -
References:
Bishop, J., & Jackson, J. (2015). Fifty years later: A chance to get ESEA back on track. Education Policy Analysis Archives, 23, Education Policy Analysis Archives, 01 March 2015, Vol.23. -
References:
Daniel, P. (1997). Educating students with disabilities in the least restrictive environment. Journal of Educational Administration, 35(5), 397-410. -
References:
Darrow, A. (2016). The Every Student Succeeds Act (ESSA): What It Means for Students With Disabilities and Music Educators. General Music Today, 30(1), 41-44. -
References:
Derthick, M., & Rotherham, A. (2012). Obama's NCLB Waivers: Are They Necessary or Illegal? Education Next, 12(2), 56-61. -
References:
House, J. (2013). NCLB Waivers: Good News and Bad News. T.H.E. Journal, 40(2), 8-10. -
References:
Hurwitz, K. (2008). A Review of Special Education Law. Pediatric Neurology, 39(3), 147-154. -
References:
Jaiani, V., & Whitford, A. (2011). Policy windows, public opinion, and policy ideas: The evolution of No Child Left Behind. Quality Assurance in Education, 19(1), 8-27. -
References:
Klein, A. (2015, March 31). ESEA's 50-Year Legacy a Blend of Idealism, Policy Tensions. Retrieved October 6, 2019, from https://www.edweek.org/ew/articles/2015/04/01/eseas-50-year-legacy-a-blend-of-idealism.html. -
References:
Lipkin, P., & Okamoto, J. (2015). The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs. Pediatrics, 136(6), E1650-62. -
References:
Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania, 17.343 F. Supp. 307 (E.D. Pa. 1972). -
References:
Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania, 334 F. Supp. 1257 (E.D. Pa. 1972). -
References:
Stavrakantonaki, M., & Johnson, T. (2018). Effects of Rosa’s Law on Intellectual-Disability Reporting. Public Opinion Quarterly, 82(3), 593-604. -
References:
Valentino, A. (2006). The Individuals with Disabilities Education Improvement Act: Changing what constitutes an "appropriate" education. Journal of Law and Health, 20(1), 139. -
References:
Weimer, D. (2017). To Touch a Sighted World: Tactile Maps in the Early Nineteenth Century. Winterthur Portfolio, 51(2/3), 135-158. -
References:
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C., (2018). Exceptional Learners: An introduction to special education, 14th ed. Upper Saddle River, NJ: Pearson.
