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Brown v. Board of Education of Topeka
Although Brown was a school desegregation case, it’s “affirmation of the value of education and equity in publicly funded serves not only brought about major changes in America’s schools, but also was the impetus for other far-reaching social and legislative changes” (Wood, 2006, p. 6). -
ESEA, PL 90-170
“The 1967 ESEA (PL 90-170) established the Bureau of the Handicapped within the U.S. Department of Education to administer funds for research, education, and training in special education” (Wood, 2006, p. 6). -
Mills v. Board of Education of the District of Columbia
“The Mills case was a class action suit successfully brought on behalf of seven children with different types of disabilities who were denied admission to schools and provided no alternative means of receiving education” (Wood, 2006, p. 7). The court ruled that students with disabilities must be given access to a free and public education and that insufficient funds by the school board did not outweigh the student’s rights (lawhighereducation.com, 2012). -
Rehabilitation Act Amendments, PL 93-112
“Dating to 1918, this legislation created and funded the federal/state Vocational Rehabilitation Program initially for wounded soldiers, then for injured workers, and finally for citizens with all types of disabilities affecting employment. When the Rehabilitation Act was reauthorized in 1973, it included the first civil rights protections for individuals with disabilities, including the right to education, in a new section, Section 504” (Wood, 2006, p. 7). -
EAHCA, PL 94-142
The EAHCA “mandated that children with disabilities have access to public schools, and provided several safeguards and minimum standards for their participation” (Wood, 2006, p. 8). The act assures all children with disabilities a FAPE, it protects their rights, it assists States to provide the education, and it assesses and assures the effectiveness of efforts to educate all children with disabilities (Wood, 2006). -
EAHCA, PL 99-372
This established the Early Intervention Program for Infants and Toddlers with Disabilities under Part H (now Part C). The purpose of this amendment “was to assist states in developing and implementing a statewide, comprehensive, coordinated, multidisciplinary, interagency system that makes early intervention services available to all children with disabilities from birth to age 3” (Wood, 2006, p. 9). Full implementation wasn’t achieved until 1994. -
IDEA, PL 101-476
In 1990, the EAHCA had a name change to Individuals with Disabilities Education Act (IDEA). This was also known as the “Person First” law as the intent of the law was to place the focus on the individual instead of on the disability (college.cengage.com). Many other improvements occurred including promoting research and technology development, mandating transitional services, adding autism and TBI as disability groups, and strengthening LRE requirements (Wood, 2006). -
ADA, PL 101-336
The Americans with Disabilities Act (ADA) provides major civil rights protections for individuals with disabilities. “The ADA extended the nondiscrimination protections under Section 504… to other areas of society” (Wood, 2006, p. 19). “Barriers in the areas of employment, transportation, telecommunications, public accommodations, and public services are addressed to permit an improved quality of life” (college.cengage.com). -
IDEA, PL 105-17
“The IDEA Amendments placed greater emphasis on the role of parents and families, general education personnel and students in the IEP process. Another major focus of the amendments was to ensure access to the general education curriculum for students with disabilities” (college.cengage.com). Other major changes included the consideration of assistive technology devices and services, modified the transition age, and created exceptions to the “stay-put” rule (Wood, 2006). -
NCLB
This reauthorization of the ESEA “included new requirements for states to develop standards for grades 3 through 8 and high school in key academic areas—reading/language arts, science, and mathematics—and implement annual assessments related to those standards” (Wood, 2006, p. 19). The Act also incorporates increased accountability, more choices for parents and students, a stronger emphasis on reading, and greater flexibility for states, school districts, and schools. (www2.ed.gov).
