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Elementary and Secondary Education Act
(ESEA) (Public Law 89-10)
Provides support to many initiatives that help low-income families access high-quality education programs which includes provisions for free and reduced lunches and additional teachers. This applies to children who may need additional support to benefit from public school educational programs.
(Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. NY, NY: Pearson.) -
Vocational Rehabilitation Act
(VRA) (P.L. 93-112, Section 504)
This act provides handicapped and appropriate education definitions and prohibits discrimination against students with disabilities in federally funded programs.
https://www.parentcenterhub.org/section504/
(Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. NY, NY: Pearson.) -
Educational Amendments Act
(P.L. 93-380)
This act grants federal funds to states fro programming for exceptional learners, provides the first federal funding of state for students who are gifted and talented, and grants students and families the right of due process in special education placement.
(Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. NY, NY: Pearson.) -
Education for All Handicapped Children Act
(EAHCA) (P.L. 94-142, Part B)
This act is known for the mainstreaming law, requires states to provide a free and appropriate public education for children with disabilities ages 5 to 18, requires individualized education programs (IEP), and provides least restrictive environment.
(Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. NY, NY: Pearson.) -
Education of the Handicapped Act Amendments
(P.L. 99-457)
This act requires states to extend free and appropriate education to children with disabilities ages 3 to 5 and establishes early intervention programs for infants and toddlers with disabilities ages birth to 2.
(Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. NY, NY: Pearson.) -
Americans with Disabilities Act
(ADA) (P.L. 101-336)people first in referring, special education services= SW, AT, & RS, confidentiality, autism and brain injury added, provide bilingual programs, education SE student to transition to employment and providing services, requires the development of individualized transition programs for SE students by the time their 16
(Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. NY, NY: Pearson.) -
Individuals with Disabilities Education Act
(IDEA) (P.L. 101-476)
This act prohibits discrimination against people with disabilities in the private sector, protects equal opportunity to employment and public services, accommodations, transportation, and telecommunications, and defines disability to include people with AIDS.
(Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. NY, NY: Pearson.) -
Individuals with Disabilities Education Act
(IDEA) (P.L. 105-17)Requires behavior act in IEPs, Staes to offer mediation voluntary, students take place in all assessments, general education teacher apart of IEP, teacher is allowed to help in mainstream classroom, access to general education curriculum, extend developmental delay to 9 YO, all students receive services even expelled(Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. NY, NY: Pearson.) -
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Individuals with Disabilities Education Improvement Act
(IDEIA) (P.L. 108-446)This act allows districts to use RTI to help determine whether a child has a specific learning disability or not, increases federal funds to provide early intervention services, erases shortterm objectives in IEP, raises standards for SE, & adopts policies directed to representation of students in SE by ethnicity
(Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom. NY, NY: Pearson.)
