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This was the first federally mandated case for inclusive education by the Supreme Court. Although it did not represent students with disabilities or disadvantages, it paved the way for inclusivity by requiring the admission of students of all races to public schools. This case set the legal precedent for students of other minorities to have the right to an equal education. -
This enactment extended government aid to students from economically disadvantaged backgrounds. Some services that helped low-income family included access to better educational programs, providing free/reduced lunch, and additional teachers and staff. The idea was that students who did not have their basic needs met were not given an equal opportunity to learn because of their economic disadvantages. -
These set of laws were passed to protect handicapped people from discrimination. The term ‘handicapped’ did not have a formal definition or set of criteria until then, which prevented them from being a protected class. It also defined what appropriate education was, which again gave parameters for equal treatment. Additionally these laws gave students with disabilities equal rights to federal programs. -
The amendments included federal grants to states for exceptional learners. These funds could be used for specified learning programs or additional resources and staff. It also included additional legal rights for students and their families. This gave them a stand in their special education placement and a right of due process to debate any decisions made. -
It was not until 1975 that all recognized learners became equally protected, where “all children regardless of their disability, receive a free and appropriate public education”. Also referred to as the Mainstream law, it federally required each state to provide a “least restrictive environment” and “individualized Education Programs”. This was a step towards inclusive education with individual support in mind. P.L. -
These amendments extended services to young children, PreK (3-5) and infants and toddlers (birth-2). It required states to provide early education to disabled children and early recognition and intervention programs for toddlers. -
The Individuals with Disabilities Education Act (IDEA), added social work, assistive technology, bilingual programs, and rehabilitation services to the special education help students could receive. It also extended the services to young adults by providing programs to transition to employment and adulthood. Two new categories were added as recognized disabilities: brain injuries and autism. Lastly, it extended the legal rights previously established of due process and confidentiality. -
The changes to the original IDEA, were so that disabled students would receive more co-education with general students. It required students to do state and federal assessments, access to the general education curriculum, general education teachers to be a member of an IEP team, and allowed special education teachers to help general education students. It also allowed states to extend the developmental delay category to 9 years old and required services to continue even if the student is expelle -
These improvements included broadening the categories of students who received services. This allowed school districts to qualify students by the RTI model instead of how much they underperform. It also increased federal funds for students who do not need special education and it increased the standards for special education teachers and eliminated short term goal IEPs where applicable. -
This act was intended to replace the NCLB act passed in 2002. It required all students to make measurable yearly progress in assessments, regardless of disability and focused the power further from a federal level to a state and district one. A major goal was this shift to more local decisions about education. This included school choice on how to appropriate federal funds. NCLB