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Description: The Supreme Court ruled that segregation in public schools was unconstitutional.
Impact: This landmark civil rights case laid the foundation for later challenges to the segregation of students with disabilities, reinforcing the principle that all children deserve equal educational opportunities. -
Guaranteed a free appropriate public education (FAPE) to students with disabilities and introduced the concept of the Least Restrictive Environment (LRE).
Considered the cornerstone of special education law, ensuring access to education for children with disabilities nationwide. -
The first U.S. Supreme Court case to interpret PL 94-142. The court ruled that schools must provide "some educational benefit to students with disabilities.
Set the standard for what constitutes FAPE under special education law. -
Renamed the Educational for All handicapped Children to IDEA, added categories such as autism and traumatic brain injury. Expanded protection and clarified services for students with diverse needs. -
The court applied a four-prong test and ruled that a student with intellectual disabilities could be educated in a general education classroom. Strengthened the practice of inclusion under the LRE clause. -
Applied the same four-prong test to determine placement for students with behavioral challenges. Clarified how courts evaluate LRE when disruptive behaviors are involved. -
Allowed use of Response to Intervention (RTI) instead of the IQ-achievement discrepancy model for identifying learning disabilities. Shifted identification toward early intervention and evidence-based practices. -
Expanded the definition of disability under the ADA to provide broad protections. Strengthened legal protections for students with disabilities in school, especially regarding accommodations. -
Replaced the term "mental retardation" with "intellectual disability" in federal law. Marked a cultural and legal shift toward more respectful and accurate language. -
The Supreme Court ruled that an IEP must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances." Raised the standard of FAPE beyond "some educational benefits," requiring meaningful progress for students with disabilities.