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This school desegregation case began a conversation about protecting the rights of all groups including those with disabilities (Kirk, Gallagher, & Coleman, 2015).
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Supported by President John F. Kennedy, this law gave funds to training professionals to work with kids with special needs. It also funded research about intellectual and developmental disabilities and deafness.
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This case ruled that kids with IDD were included in FAPE (free and appropriate public education) and could not be excluded based on disability. This case "began a series of court decisions in favor of children with exceptionalities and their right to FAPE (Kirk, Gallagher, & Coleman, 2015, 38)."
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This says it is illegal to deny people the chance to participate in activities/programs on the basis of disability. Section 504 "acts as a bridge" between general and special education for students (Kirk, Gallagher, & Coleman, 2015, 36).
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This act ensured that all students with special need had the right to a free, appropriate public education that emphasizes special education and support services (Kirk, Gallagher, & Coleman, 2015). Kirk, S. A., Gallagher, J. J., & Coleman, M. R. (2015). Educating exceptional children. Stamford, CT: Cengage Learning.
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The Education of the Handicapped Act Amendments provided federal funds for children and their families from birth (Kirk, Gallagher, & Coleman, 2015).
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A case that ruled a child with a hearing disability was allowed to go to a school several miles form home instead of their zoned school because the school better met the child's needs (Kirk, Gallagher, & Coleman, 2015).
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Because of IDEA's "least restrictive environment," this case ruled for a child with Down syndrome to be placed in a general education classroom to protect inclusion (Kirk, Gallagher, & Coleman, 2015).
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This act protects people's civil rights that every person is guaranteed rights regardless of race, gender, religion, etc through the Civil Rights Act of 1964
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This case ruled that is a school district's responsibility to determine if a child's disabilities are so severe or disruptive for the inclusion classroom (Kirk, Gallagher, & Coleman, 2015).
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This push for accountability and meeting competency standards was difficult for students with disabilities because it was highly reliant on standardized test scores. NCLB set standards for ALL students without differentiation for students with exceptionalities (Kirk, Gallagher, & Coleman, 2015).
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This was the reauthorization of the Education for All Handicapped Children Act (PL 94-142). Major changes include the quality of personnel supporting students with special needs, IEP standards, and transition planning (Kirk, Gallagher, & Coleman, 2015).
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In this case a child was given enough money to attend a private school because the public school did not provide appropriate education for the child (Kirk, Gallagher, & Coleman, 2015).
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This case ruled that a child in Maine with high functioning Asperger's syndrome and depression could have special education services (Kirk, Gallagher, & Coleman, 2015).
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This Supreme Court case ruled that parental participating in the special education process is crucial and parents must be made aware of their child's educational planning (Kirk, Gallagher, & Coleman, 2015).
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This case ruled that scheduling an IEP meeting during a time when you know the parents can't attend in person is not allowed (Kirk, Gallagher, & Coleman, 2015).
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Large federal, one-time funds were given to states under IDEA, and they were "directed to activities such as Child Find (Kirk, Gallagher, & Coleman, 2015)."
