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This case started the equality movement for all in classrooms. The Supreme Court ruled that it was unconstitutional to segregate classrooms by race.
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Federal funding was now provided to states to improve the opportunities and standards for students with disadvantages and disabilities.
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Federal grants were distributed to programs to be able to expand for students with disabilities and federal funds were issued to better train and support special education teachers.
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The Supreme Court ruled that Free Appropriate Public Education (FAPE) was now required in schools.
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Programs and schools that received federal funding could not discriminate against students with disabilities by not allowing them to participate.
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Timothy W's school denied him special education services because they viewed his disability as " too severe" and he could not benefit from support. It was then ruled that schools could not deny special education services to students, no matter the level of disability they may have. This developed the Zero-Rejection Policy.
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This act added autism and traumatic brain injured students to disability categories, transition elements were added for students 16 and older to adjust to more life skills, and "people first" language was now being used.
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IEP teams were reconfigured, new components were added, IDEA structure was adapted, and prior to a due process hearing states required to offer intervention strategies.
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The act holds the government responsible for increasing and maintaining student improvements academically which resulted from low academic achievement goals of students.
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Short term goals were removed from individual IEPs except for students with severe disabilities. This act also encouraged the use of RTI models in classrooms as well as defined what a "highly qualified" special education teacher is.