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Elementary and Secondary Education Act (ESEA) (PL 89-10)
Provided equal access to the public education system for all students, especially low-income and those requiring additional supports. Established a grant program incentive for states to create and improve programs for students with disabilities. This Act was a first step in recognizing individual equality and rights in education. -
Vocational Rehabilitation Act (VRA) (PL 93-112, Section 504)
Requires that any private organization using federal funds provide equal opportunities and services to people with disabilities, including not only public education, but employment and health/social services. Allows people with disabilities access to greater employment opportunities and higher education. Prevents denial of opportunities and services due to disability discrimination. -
Educational Amendments Act (PL 93-380)
Extends the definition of special needs to include gifted and talented students and provides federal funding for the development of support programs. Empowers students and families in the process of special education placement by granting them due process. -
Education for All Handicapped Children Act (EAHCA) (PL 94-142, Part B)
Designed to include all children with disabilities ages 5-18 in receiving an appropriate education. Introduced mainstreaming, the idea that students should participate in a general education setting in a least restrictive environment, and requires Individualized Education Programs for each student. This Act is a milestone in recognizing the value of each individual's rights and needs as a person. -
Education of the Handicapped Act Amendments (PL 99-457)
Extended special needs programs to preschool students by providing children ages 3 to 5 free and appropriate education. Required early intervention programs for special needs children from birth to age 2. -
Individuals witih Disabilities Act (IDEA) (PL 101-476)
Broadens required services for students with disabilities to include bilingual services extending to social work, assistive technology and rehabilitation services. Requires states to help students begin to transition from education to employment by age 16, and to include additional special needs categories of autism and traumatic brain injury. Establishes “people-first” language, which emphasizes the individual as a person with a disability, rather than as a disabled person. -
Individuals with Disabilities Education Act (IDEA) (Public Law 105–17)
Guarantees continuation of research-based services and allows assignment of developmental delay through age 9. Deals specifically with behavioral issues which coincide with a disability and further builds a support system around the child including supporting parents and families and including general educators in the IEP process. -
No Child Left Behind (NCLB)
Determined that at least 95% of students with disabilities must be included in statewide curriculum assessments in an effort to make sure their potential is met and keep schools accountable. Schools have more flexibility in how they spend federal funds as long as standards are met; and parents may choose which school to send their child to in order to meet their individual needs. -
Individuals with Disabilities Education Improvement Act (IDEIA) (PL 108-446)
Allows use of the RTI model to determine special needs of individuals, rather than more traditional methods which the student might not respond to. Increases federal funding for early intervention services for children birth to age 2 and requires special programs and services be available for people ages 3 to 21 with disabilities. Emphasizes long-term goals for students with disabilities and increases licensure requirements for teachers to ensure a complete and appropriate education.
