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Authorized federal funds to support training of professionals to work with students with disabilities and research on practices to be used with those children.
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Passed by Congress to set up twenty model programs, encompassing Head Start, throughout the nation to validate how working with individuals with exceptionalities could improve lives.
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States that a lack of money is not a justification for not providing education to children with special needs. If money is not available for one program, then all must be cut back.
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Sequence of court verdicts that were in favor of children with disabilities and their right to free and appropriate public education (FAPE).
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States that it is unlawful to reject involvement in activities or programs exclusively because of a disability.
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Assured that all children with disabilities had a free public education offered to them including services created for their rare needs.
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Children should not be identified as “handicapped” or positioned in special education classrooms without a proper diagnosis that considers varying cultural and linguistic experiences.
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Children that are bilingual and have exceptionalities require identification, evaluation, and education that replicates and respects their experiences.
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Children with exceptionalities are entitled to a fitting, not perfect education.
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Created due to the PL.94:142 lack of including all ages. This law distributed federal funds for the states to construct programs for children beginning at birth.
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Following the Board of Education v. Rowley case, this case clarified that education services, though not perfect, must still educationally benefit the child with a disability.
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Any child with a hearing disability is allowed to attend a school further away from home rather than in the neighborhood to better meet the student’s needs with a centralized program.
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Any child with down syndrome is placed in a general education classroom instead of a special education classroom due to the accepted importance of inclusion in IDEA.
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Extends the Civil Rights Act of 1964 to individuals with disabilities.
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Stated that it is the duty of the school district to exhibit that the child’s exceptionalities severe enough that he/she will gain minimum benefit from inclusion or will be disruptive enough to prevent other students from learning.
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Held schools and teachers accountable for getting students to a minimum level of proficiency by requiring schools to share test data to demonstrate success.
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Formerly the Education of the Handicapped Act, redesigned to better the previous version by requiring more certified special education teachers, IEP standards, and transition planning.
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Reauthorization of IDEA that now includes the addition of preparation for further education for students with special needs.
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States that public school systems cannot knowingly and repeatedly fail to provide an appropriate educational program.
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Allows for the formation of regional centers of excellence for ADS research and activities to increase public awareness of ASD. Also calls on the Interagency Autism Coordinating Committee to improve information distributing.
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A determination by the court that children with Asperger’s syndrome should not be denied special education services.
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Ruled that parental involvement in the special education process is vital to guaranteeing that children with exceptionalities obtain a FAPE.
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Created to stimulate economic activity in multiple areas, such as education to provide lasting economic condition to the U.S.
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Declares that schools cannot deny the student of receiving a FAPE.
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