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From the U.S.'s inception to the 1950s, students with disabilities were excluded from attending public schools. As the U.S. came into its role as the post-WWII world power that we know today, its perspective towards special education began to shift away from excluding special education. Though progress would initially be slow, beginning in the 1950s, disabled students were allowed in schools, initiating the integration of students with disabilities in the U.S. school system that we see today.
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The ESEA provided federal funding to primary and secondary education authorized for professional development, instructional materials, supporting educational programs, parental involvment programs, etc. The Act was the first time Congress stepped into the role of protecting and providing for students from disadvantaged backgrounds to ensure they would have equal access to public education. The ESEA's grant program encouraged states to create or improve programs for students with disabilities. -
The EHA required all public schools which accepted federal funds to provide equal access to education for children with physical and mental disabilities. In addition, such public schools were required to evaluate students with disabilities to create an educational plan so as to closely emulate the educational experience of students without disabilities. This served as an expansion and ultimately a clarification of state-run programs for individuals with disabilities introduced in the 1970 EHA. -
This ruling bolstered the "stay-put" provision of the of the EHA by guaranteeing an impartial due process. Here, the U.S. Supreme Court held that schools were prohibited from expelling students due to their behaviors related to their respective disabilities. This ruling assured that States receiving federal financial assistance provided "free appropriate public education" for all disabled children, considering their individual needs. -
https://youtu.be/66g6TbJbs2g IDEA was signed into law for the purpose of providing all students with a disability Free Appropriate Public Education (FAPE). This legislation reauthorized and expanded the former EHA. It was later amended in 2004 by the Individuals with Disabilities Education Improvement Act (IDEIA). -
Here, the Supreme Court held that under the IDEA, students must be provided with supplemental services required for them to attend school, at no extra cost. This opinion's language included the broad definition of the "related services" required to assist a child with disabilities to benefit from special education found in the IDEA. This case at its most basic level set a new minimum definition of FAPE subsequent to the decision in Board of Education v. Rowley.
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NCLB was enacted by Congress to set forth a framework for improving the performance of America's schools while also ensuring that no child is trapped in a failing school. See U.S. Dept. of Education 2020b, p. 1. -
IDEIA built upon the framework established by IDEA (1990). IDEIA filled in many of the gaps in understanding how to implement the IDEA, by promoting "evidence-based practices," "response to intervention (RTI)," "evaulation and individuals education programs (IEP)," etc. Although the IDEIA was a wide sweeping reform in special education, its provisions can all be tracked back to the principle of promoting the involvement of students with disabilities in the general education curriculum.
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https://www.ed.gov/essa?src%3Drn Congress replaced NCLB with what came to be ESSA. ESSA redesigned former federal standards, giving more power to the States in defining education standards. ESSA emphasizes the use of preventative frameworks rooted in special education interests, including multi-tiered systems of support and positive behavioral interventions and supports. ESSA gives teachers greater latitude in providing individualized education for all students, including disabled students.
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