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The first state to pass a compulsory education law. This law requires students to attend education between certain ages. Even though these laws existed, protecting students with disabilities wasn't as protected at this time.
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All states have a compulsory education law which requires students to attend school during a certain age. This law forced families to place their child in school to learn. There are specific age groups and amount of school days required to meet the regulations.
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This law was an important turning point establishing that segregating individuals because of their race was unconstitutional. It laid the groundwork to gain access to public education for students with disabilities.
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The amendments to ESEA provided federal funds to assist states in funding programs for students with disabilities. As with most laws and amendments, if a state doesn't comply then federal funds will be revoked.
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This case required Pennsylvania to provide students with mental retardation with a free and appropriate education. It also required the state to include students with disabilities in regular classrooms (Yell, 2016).
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This case held that if segregation in public schools by race was illegal then it would also be unconstitutional to deny students with disabilities from an education in a public school (Yell, 2016).
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Prohibited discrimination against qualified persons with disabilities in programs that receive federal funding (CEC, 2022). This was the first attempt to protect individuals with disabilities federally, then came the Americans with Disabilities Act in 1990.
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Provided federal funding to states that agree to educate eligible students with disabilities as required in EAHCA and to FAPE in LRE and to develop an IEP.
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This amendment provided new IEP content, changed IEP team, disciplinary provisions, and added that states must offer mediation for parents prior to due process hearing.
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This act updated the Elementary and Secondary Education Act which held schools accountable for student improvement. It was controversial because a school could be penalized if it didn't show improvement.
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This act defined "highly qualified" special ed teacher, removed short-term objectives requirement in an IEP, prohibited states from using discrepancy formula for eligibility, and started the use of response-to-intervention (Yell, 2016).
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This act replaced NCLB and ensures public schools provide quality education for all students as did NCLB. It allows states some flexibility in accountability for a student's success.