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First Special Needs School Opened
The first special needs school in the United States, located in Hartford Connecticut called the American Asylum for the Education and Instruction of the Deaf and Dumb Persons was opened. It is now called American School for the Deaf. With the help of Reverend Thomas Hopkins Gallaudet and Laurent Clerc, Mason F. Cogswell was able to advocate for his daughter and other deaf children by opening a school for the deaf.
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PARC v. Commonwealth of Pennsylvania
The Pennsylvania Association for Retarded children tested the fundamental principles of the state. They pushed for special education for children with disabilities. In conclusion, they found that the state was not allowed to exclude or deny mentally retarded children to free public training and education. -
Mills v. Board of Education of D.C.
Seven children with disabilities were denied education in the District of Columbia which led to a lawsuit being filed. Due to this, the state was required to provide adequate alternative education services to children with special needs. They were also required to provide a prior hearing and periodic review of a child’s progress, status, and the adequacy of any educational alternative. -
Vocational Rehabilitation Act (VRA).
The Vocational Rehabilitation Act is a federal law that defines 'appropriate education' and 'handicapped person'. The law ensures that students with disabilities aren’t discriminated against in schools and that they receive appropriate accommodations. Section 504 of the act is a more flexible and faster way for students to receive accommodations and services because fewer requirements are needed to be eligible. -
Education for All Handicapped Children Act
This was important because it was known as the mainstreaming law that transferred responsibility of nonattendance in schools of handicapped children from mental health services to education authorities. The law also required states to provide appropriate public education for children with disabilities for free. The least restrictive environment was defined, and it offered Individualized Education Plans (IEPS). -
Honig versus Doe
This court case was greatly beneficial to students with behavioral and/or emotional disorders who have academic or social problems. John Doe, a student at a developmental center who engaged in harmful behavior because of his disability, consequently was suspended pending expulsion. The district court was asked to allow him and others to return to their schools. They granted a permanent injunction so schools couldn't expel students for behaviors related to their disability. -
Americans with Disabilities Act
This act prohibited discrimination against people with disabilities in the private sector. It also protected equal opportunity to public service, employment, accommodation, transportation, and telecommunications. The ADA also defined ‘disability’ to include people with AIDS. -
Cedar Rapids v. Garrett F
The court ruled that students must be provided with supplemental services they need to attend school at no extra cost to the parent. Garret F. was injured in a motorcycle accident and needed a personal attendant throughout the school day to assist with his healthcare needs. When his mother asked the school to provide nursing services they said no, so she requested a hearing under IDEA and they decided that the school should be responsible. -
No Child Left Behind Act
The No Child Left Behind Act improved performance in elementary and secondary schools while ensuring no child was failing in school. It provided children an equal, fair opportunity to get a high-quality education. It also requires that 95% of students with disabilities participate in statewide assessments and hold schools accountable for what students learned and achieved.
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Education Improvement Act (IDEIA)
Individuals with Disabilities Education Improvement Act no longer required the severe discrepancy model to determine disability; instead, it uses the RTI model. Federal funds increased for early intervention services for students who don’t require special education services. Short-term objectives in IEP were removed except for students who don’t take achievement tests. Policies were made to prevent the unreasonable representation of students. Standards were raised for special education licensure