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Whilst Massachusetts was the first state to make schooling compulsory, most states had passed similar laws by 1918. The law was designed to complement child labor laws of the time. Excluding children with disabilities from public school was still commonplace. (Yell, M.L., 2015, p87)
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The focus of the conference was on children with disabilities. Society was starting to view individuals with disabilities more empathetically and the conference sought to create specialized programs for them. Following the conference, more students were transferred from institutions to public schools, although the educational provision was still segregated. (Yell, M.L., 2015, p90)
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Founded by staff and students at Teachers College, Columbia University in New York. It has become a leader in advocating for the rights of individuals with disabilities and in developing standards and professional development resources for those seeking a career in special education. (Yell, M.L., 2015, p92)
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In the early 1930's a group of mothers in Cuyahoga County led in advocacy for children with disabilities. Protesting the exclusion of their children from school based on their mental disability, resulted in creating a special class for them. Eventually this led to the development of national advocacy groups, but in 1934 the Cuyahoga County Court of Appeals ruled that whilst children 6-18 must attend school, the Board of Education had the right to exclude a disabled student.(Yell, M.L.,2015, p91)
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Now known as the ARC following a name change in 1992, this group grew from 42 interested citizens and parents from 13 states to provide information, monitor quality of service and advocate for the rights of individuals with intellectual and developmental disabilities. (Yell, M.L., 2015, p92)
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Fundamentally, this case argued that it was unconstitutional to segregate based on race. As an extension of the equal protections that followed, it was determined that school districts could not exclude a student because of their disability. (Yell, M.L., 2015, p95)
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This was the first law to focus solely on special education and it mandated not only that children with special needs be educated, but that they receive the special services they need to be successful. (Yell, M.L., 2015, p101)
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Both cases dealt with suspension, expulsion or exclusion based on disability. They led to agreements that all children be provided a free and appropriate public education in the least restrictive environment. The Mills case established frameworks for parental safeguards and due process procedures. (Yell, M.L., 2015, p98)
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Access to a free education in an environment that most appropriately meets the needs of the student was the main purpose of this law. Each student with a qualified disability has the right to an appropriate education plan, developed by a team, including parents. This was the introduction of the Individual Education Plan (IEP). (Yell, M.L., 2015, p103)
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This law prohibits discrimination against a person with a disability in all areas of public life. An individual with a disability cannot be discriminated against at work, school or other public place because of their disability. (ADA National Network, 2022)
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This was the reauthorization of the EACHA. It included several amendments, the most important being a change in terminology from handicap to disability, adding autism and traumatic brain injury to the disability categories, and adding mandatory transition planning for students 16 and older. (Yell, M.L., 2015, p108)