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Brown v. Board of Education
Civil Rights: Brown v. Board of Education
Brown v. Board of Education was a Supreme Court decision to desegregate public schools in the United States. Segregation of children in public schools solely on the basis of race deprives children of the minority group equal educational opportunities;even if physical facilities and other factors are equal. Although Brown was a school desegregation case it lead the way for social/legislative change -
Mills v. Board of Education of the District of Columbia
This was a special education case, concerning seven children, who wanted/deserved a publicly supported education. The court ruled that all students with exceptionalities have the right to a free public education. Wood, J. W. (2006). Teaching students in inclusive settings: Adopting and accommodating instruction (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. (p. 6). -
Section 504 of the Rehabilitation Act
<a href='' >Wood, J. W. (2006). Teaching students in inclusive settings: Adopting and accommodating instruction (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. (p. 7).</a>Section 504 is significant because it mandated that no person with a disability could be excluded from or denied benefits of any program receiving federal financial assistance, which would include public elementary, secondary, and postsecondary schools. Section 504 regulations required recipients of federal funding to provide a free approopriate public education to meet the needs of persons with disabilities as adequately as the needs of nondisabled persons were met. -
The Education for All Handicapped Children Act
The EAHCA was significant because it guaranteed a free appropriate education in the least restrictive environment. It integrated students with educational handicaps in general education classrooms, so children with exceptionalities are educated with nondisabled children. Wood, J. W. (2006). Teaching students in inclusive settings: Adopting and accommodating instruction (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. (p. 9). -
EAHCA is Reauthorized
The EAHCA was reauthorized, it now includs infants and toddlers to incorporate all children with exceptionalities. Another significant addition is the IFSP (Individualized Family Service Plan) to involve children's/student's family in decision making, academic, and nonacademic activities. (Bryant, 2008). -
Americans with Disabilities Act (ADA)
The ADA is significant becasue it barred discrimination in employment, transportation, public accommodations and telecommunications. It implemented the concept of normalization and required phased-in accessibility in schools. It also requires that businesses make reasonable accommodations for qualified applicants or employees with disabilities. (Wood, 2006, p. 19). -
Individuals with Disabilities Education Act (IDEA)
According to Wood and handout, The EAHCA changed its' name to the Individuals with Disabilities Education Act in 1990. This now mandated transition services for special education students beginning at least by age 16. It added autism and traumatic brain injury as a special education category. It also strengthened least restrictive environment requirements. -
IDEA (reauthorized)
The reauthorization of IDEA added ADHD to the "other health impairments" category, added functional behavioral assessments and behavioral intervention plans, and changed ITPs (transition plans) to the Individualized Education Program (IEP). (Bryant, 2008). -
No Child Left Behind (NCLB)
According to Wood, the NCLB Act was the 2001 reauthorization of the ESEA (Elementary and Secondary Education Act). It required that all schoolchildren participate in state and district testing for grades 3-8 and high school in key academic areas, as well as implement annual assessments related to content area standards. Inludes children with disabilities in state/district wide testing. -
IDEA (reauthorized)
The reauthorization of IDEA is significant because it required special education teachers to be highly qualified. It mandated that all students with disabilities participate annually in state or district testing with accommodations or alternative assessments. It eliminated IEP short-term objectives and benchmarks, and changed identification procedures for learning disabilities. (Bryant, 2008).
